The Use of Peer-Assisted Learning in Teaching Clinical Skills in Undergraduate Medical Education: A Scoping Review

Peer-assisted learning (PAL) has been increasingly adopted in undergraduate medical education as a strategy to enhance the acquisition of clinical skills. Its potential to promote collaborative learning, cost-effectiveness, and professional development makes it an attractive pedagogical approach. However, the evidence surrounding its implementation and outcomes in clinical skills teaching remains scattered.

We conducted a scoping review following the PRISMA-ScR guidelines to map the extent, range, and nature of the literature on PAL in undergraduate clinical skills education. Relevant studies were identified through searches of PubMed, Scopus, Web of Science, and ERIC from inception to 17 September 2024. Articles were included if they examined PAL interventions involving undergraduate medical students in clinical skills training. Data were extracted on study characteristics, implementation strategies, outcomes, and reported challenges.

A total of 95 studies met the inclusion criteria. PAL was applied across a range of clinical skills including history taking, physical examination, procedural skills, and communication training. Reported benefits included improved student confidence, enhanced skill acquisition, and positive perceptions of peer tutors and learners. Challenges included variability in tutor training, assessment methods, and sustainability of programs. Evidence gaps were noted in long-term outcomes and standardization of evaluation tools.

PAL is a valuable educational approach for teaching clinical skills in undergraduate medical education, with benefits for both tutors and learners. Further research is needed to establish standardized frameworks, assess long-term impact, and guide integration into formal curricula.