Peer and Near-Peer Teaching Models in Surgical Education: A Systematic Review

Area of Science:

• Medical Education
• Surgical Training
• Competency-Based Medical Education

Background:

• Peer and near-peer teaching models are increasingly explored for surgical skill acquisition.
• Understanding the impact and optimal implementation of these models is crucial for advancing surgical education.

Purpose of the Study:

• To systematically review existing peer teaching models in surgery.
• To summarize the effectiveness of peer teaching on surgical skill acquisition.
• To discuss implications for competency-based medical education.

Main Methods:

• A systematic review of MEDLINE, EMBASE, and Web of Science was conducted.
• Included studies encompassed randomized controlled trials, cohort, cross-sectional, and quasi-experimental designs.
• Risk of bias was assessed using established checklists.

Main Results:

• Peer and near-peer instruction improved learner confidence and technical proficiency, often matching faculty-led outcomes for basic skills.
• Workshop, classroom, and simulation models commonly targeted suturing, knot-tying, and laparoscopic skills.
• Effectiveness was highest when peer-teacher experience matched skill complexity, with resident-led models excelling in advanced techniques and student tutors in foundational tasks.

Conclusions:

• Peer and near-peer teaching are effective for surgical skill development and support competency-based medical education.
• Optimizing peer teaching involves aligning skill complexity with tutor expertise.
• This approach can yield outcomes comparable to faculty instruction while boosting learner confidence and teaching competence.