Related Experiment Videos
Mazur's Peer Instruction in Medical Education: A Systematic Review and Meta-Analysis
Mohammad Aldalou1, Asa Kizer1, Jamison C Hanley1
1Department of Medical Education, Marnix E. Heersink School of Medicine, University of Alabama at Birmingham, Birmingham, AL USA.
Abstract:
Peer Instruction (PI) has demonstrated benefits in STEM education, but its effectiveness as a distinct instructional method in health professions education remains uncertain. This systematic review identified 17 eligible studies implementing Mazur's PI framework in medical and dental education, with 12 contributing to meta-analyses. PI yielded large within-session conceptual gains (Hedges' g ≥ 1.48; p < 0.001) but showed no performance superiority over alternative instructional approaches (p = 0.082). 74% of learners reported PI to be helpful (p < 0.001). Evidence for long-term retention or transfer remains limited. Curricular adoption should be guided by logistical feasibility and learning objective alignment rather than expectations of superior performance over other established active strategies.
Supplementary Information:
The online version contains supplementary material available at 10.1007/s40670-026-02744-1.
