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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Implementing peer-assisted learning in the clinical environment for undergraduate health sciences students: A scoping
Etta Chimbe Phiri1, Geldine Chironda2, Lizemari Hugo3
1Mzuzu University, Department of Nursing and Midwifery, Malawi; University of the Free State, School of Nursing, South Africa.
Background:
Peer-assisted learning (PAL) has been shown to provide a supportive learning environment, motivate students, and increase students' self-efficacy. Although PAL has been formalised in some training institutions in developed countries, its implementation in clinical practice still exhibits design shortcomings. This scoping review maps evidence on how PAL was implemented in undergraduate health sciences programmes.
Method:
The scoping review followed the Joanna Briggs Institute (JBI) Manual for Evidence Synthesis and reported using the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Six databases - MEDLINE, Academic Search Ultimate, CINAHL with Full Text, Education Source, PsycINFO, and African-Wide - were systematically searched from September 2024, with an update completed in January 2025. The search initially identified 894 articles. The research team resolved any discrepancies through discussion. Our study used a two-phase analytical process, utilising descriptive numerical analysis followed by qualitative content analysis and inductive category development.
Results:
The 20 reviewed articles were published between 2010 and 2024, with the majority originating from Sweden (n = 5). PAL was predominantly applied within the medical profession (n = 10). Near-peer teaching emerged as the most common approach (n = 12), followed by horizontal peer teaching (n = 7), while reciprocal peer teaching was the least frequent (n = 1). Our findings categorised the organisation and characteristics of PAL implementation into three themes: planning, implementation, and evaluation.
Conclusion:
The study findings identify implementation considerations that may inform future guideline development. Key factors for effective PAL include well-trained peer tutors, strong support systems, a mix of peer- and expert-led activities, and close collaboration with clinical staff. Although PAL is commonly used in healthcare training, nursing education requires specific, evidence-based guidelines for successful implementation. Moreover, more research is needed in low-resource settings to better understand PAL's applicability and challenges in these environments.
