Does peer teaching improve academic results and competencies during medical school? A mixed methods study
Abstract Background This study investigates the impact of Peer-Assisted Learning (PAL) in clinical skills on peer teachers’ academic scores and competencies; however, controversy remains on this topic, and concrete evidence on its impact lacking. Methods We performed a mixed methods study combining...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2022-06-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-022-03507-3 |
| _version_ | 1818536098219950080 |
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| author | Marijke Avonts Nele R. Michels Katrien Bombeke Niel Hens Samuel Coenen Olivier M. Vanderveken Benedicte Y. De Winter |
| author_facet | Marijke Avonts Nele R. Michels Katrien Bombeke Niel Hens Samuel Coenen Olivier M. Vanderveken Benedicte Y. De Winter |
| author_sort | Marijke Avonts |
| collection | DOAJ |
| description | Abstract Background This study investigates the impact of Peer-Assisted Learning (PAL) in clinical skills on peer teachers’ academic scores and competencies; however, controversy remains on this topic, and concrete evidence on its impact lacking. Methods We performed a mixed methods study combining a retrospective cohort study with a modified Delphi survey. Peer teachers and Skills Lab faculty members participated in this study. A validated questionnaire, the CanMEDS Competency Based Inventory (CCBI), and group interviews were used to assess the outcomes of PAL. Our results were also triangulated with literature data. Results In 3 consecutive cohorts of medical students (n = 311), 78 participated in PAL. Peer teachers obtained higher scores from the start of the study, at different timepoints in medical school, and on their final scores compared to all other students. Interestingly their progress followed the same path and magnitude as other well-performing students. However, based on our findings from a modified Delphi survey (CCBI interviews) and a literature review, we found further supporting evidence for a positive impact of PAL on the competencies of physical skills (medical expert), teamwork and leadership (collaborator), lifelong learning (scholar), and for admitting uncertainty/limits (professional) within the CanMEDS roles. Conclusions We conclude that higher achieving students are more likely to volunteer for a peer tutoring program; however this does not significantly augment their academic scores as compared to above well-performing non-teaching fellow students. Importantly, our modified Delphi survey indicated which CanMEDS roles were positively impacted by PAL: medical expert, collaborator, scholar and professional. |
| first_indexed | 2024-12-11T18:33:35Z |
| format | Article |
| id | doaj.art-934fe648f6e2486290f71e0f38702c53 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-11T18:33:35Z |
| publishDate | 2022-06-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-934fe648f6e2486290f71e0f38702c532022-12-22T00:54:50ZengBMCBMC Medical Education1472-69202022-06-012211810.1186/s12909-022-03507-3Does peer teaching improve academic results and competencies during medical school? A mixed methods studyMarijke Avonts0Nele R. Michels1Katrien Bombeke2Niel Hens3Samuel Coenen4Olivier M. Vanderveken5Benedicte Y. De Winter6Skills lab, Faculty of Medicine and Health Sciences, Campus Drie Eiken, University of AntwerpSkills lab, Faculty of Medicine and Health Sciences, Campus Drie Eiken, University of AntwerpSkills lab, Faculty of Medicine and Health Sciences, Campus Drie Eiken, University of AntwerpDepartment of Epidemiology and Social Medicine (ESOC), Faculty of Medicine and Health Sciences, University of AntwerpDepartment of Family Medicine and Population Health, Faculty of Medicine and Health Sciences, University of AntwerpSkills lab, Faculty of Medicine and Health Sciences, Campus Drie Eiken, University of AntwerpSkills lab, Faculty of Medicine and Health Sciences, Campus Drie Eiken, University of AntwerpAbstract Background This study investigates the impact of Peer-Assisted Learning (PAL) in clinical skills on peer teachers’ academic scores and competencies; however, controversy remains on this topic, and concrete evidence on its impact lacking. Methods We performed a mixed methods study combining a retrospective cohort study with a modified Delphi survey. Peer teachers and Skills Lab faculty members participated in this study. A validated questionnaire, the CanMEDS Competency Based Inventory (CCBI), and group interviews were used to assess the outcomes of PAL. Our results were also triangulated with literature data. Results In 3 consecutive cohorts of medical students (n = 311), 78 participated in PAL. Peer teachers obtained higher scores from the start of the study, at different timepoints in medical school, and on their final scores compared to all other students. Interestingly their progress followed the same path and magnitude as other well-performing students. However, based on our findings from a modified Delphi survey (CCBI interviews) and a literature review, we found further supporting evidence for a positive impact of PAL on the competencies of physical skills (medical expert), teamwork and leadership (collaborator), lifelong learning (scholar), and for admitting uncertainty/limits (professional) within the CanMEDS roles. Conclusions We conclude that higher achieving students are more likely to volunteer for a peer tutoring program; however this does not significantly augment their academic scores as compared to above well-performing non-teaching fellow students. Importantly, our modified Delphi survey indicated which CanMEDS roles were positively impacted by PAL: medical expert, collaborator, scholar and professional.https://doi.org/10.1186/s12909-022-03507-3Peer assisted learningPeer teachingClinical skillsCompetenciesCanMEDS |
| spellingShingle | Marijke Avonts Nele R. Michels Katrien Bombeke Niel Hens Samuel Coenen Olivier M. Vanderveken Benedicte Y. De Winter Does peer teaching improve academic results and competencies during medical school? A mixed methods study BMC Medical Education Peer assisted learning Peer teaching Clinical skills Competencies CanMEDS |
| title | Does peer teaching improve academic results and competencies during medical school? A mixed methods study |
| title_full | Does peer teaching improve academic results and competencies during medical school? A mixed methods study |
| title_fullStr | Does peer teaching improve academic results and competencies during medical school? A mixed methods study |
| title_full_unstemmed | Does peer teaching improve academic results and competencies during medical school? A mixed methods study |
| title_short | Does peer teaching improve academic results and competencies during medical school? A mixed methods study |
| title_sort | does peer teaching improve academic results and competencies during medical school a mixed methods study |
| topic | Peer assisted learning Peer teaching Clinical skills Competencies CanMEDS |
| url | https://doi.org/10.1186/s12909-022-03507-3 |
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