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Learning Outputs for Peer Teachers in Undergraduate Medical Education
Idun Grimstad Skjærseth1, Thomas Mildestvedt2, Anna Bonnevier3
1Center for Medical Education & Department of Global Public Health and Primary Care, Faculty of Medicine, University of Bergen, Bergen, Norway.
Medical Science Educator
|July 8, 2025
Summary
Peer teaching in medical education helps students develop crucial skills beyond subject knowledge. Key factors like preparation and support enable peer teachers to become better facilitators and understand learners' needs.
Area of Science:
- Medical Education
- Health Professions Education
- Pedagogy
Background:
- Peer teaching is a common medical education strategy.
- Existing research often focuses on specific program outcomes.
- Broader learning outcomes for peer teachers are less understood.
Purpose of the Study:
- To explore learning outcomes for peer teachers in undergraduate medical education.
- To identify facilitators of these learning outcomes.
- To examine diverse peer teaching contexts.
Main Methods:
- Focus groups with 34 peer teachers from four Scandinavian medical schools.
- Analysis of focus group transcripts using reflexive thematic analysis.
- Exploration of varied peer teaching program experiences.
Main Results:
- Peer teachers gained insights into facilitation, recognized knowledge limitations, and adapted teaching strategies.
- They understood the importance of psychological safety for learners.
- Learning was enhanced by opportunities, responsibility, preparation, and support.
Conclusions:
- Peer teaching cultivates valuable competencies for future medical careers.
- Medical programs should optimize peer teaching to maximize teacher learning.
- Facilitating peer teacher development is crucial for medical education.
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