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This narrative review investigates the current implementation and future potential of Peer-Assisted Learning (PAL) in medical education, specifically emphasizing its role in enhancing medical English proficiency. The article analyzes the effectiveness of PAL across various medical education contexts, including primary medical courses, doctor-patient communication, and standardized residency training. The findings indicate that PAL positively impacts student learning outcomes and promotes professional development, highlighting the necessity of its application in medical English instruction. However, implementing PAL faces several obstacles, such as limitations in student cognition and a singular interaction model. This review presents several application prospects, including scenario simulation and the integration of PAL with pedagogical methods such as Problem-Based Learning (PBL), Case-Based Learning (CBL), and Team-Based Learning (TBL). Ultimately, this review underscores the importance of PAL in medical English teaching and recommends future research directions to develop effective teaching models that optimize its implementation. [ABSTRACT FROM AUTHOR]

The persistent shortage of radiographers in the UK has prompted the exploration of innovative education models to enhance practice-based learning. Peer-Assisted Learning (PAL) has been advocated as a viable method to increase clinical training capacity, yet its application in Diagnostic Imaging is constrained by regulations on ionising radiation. This study investigates the perceptions and experiences of final-year undergraduate Diagnostic Imaging students facilitating PAL within a simulated learning environment. Final-year students were recruited via convenience sampling to act as mentors in simulated role–play activities. Data was collected through semi-structured interviews with three student mentors following the simulation. Thematic analysis of interview transcripts identified key themes related to the research question. The analysis revealed four main themes: Students valued the peer-to-peer teaching dynamic and the psychological safety provided by the simulation, which fostered reciprocal learning and enhanced inter-student relationships. The informal, responsive nature of the simulation was perceived as beneficial for encouraging participation and allowing students to learn from mistakes without real-world consequences. The timing of the simulation was noted as effective, aligning with academic learning. Feedback delivery and mentor preparation were also discussed, with disagreement on the value of the latter noted. Students reported increased confidence in their clinical and mentorship abilities. The findings support existing literature on the benefits of PAL and simulation-based education (SBE), highlighting the positive impact on psychological safety, inter-student relationships, and confidence. However, the lack of formal training for mentors suggest areas for further research. The study underscores the potential for integrating PAL and SBE in radiography education to enhance readiness for clinical practice and foster effective peer mentoring. [ABSTRACT FROM AUTHOR]

Aim: The transition from medical students to competent physicians requires comprehensive training during residency programs. In China, resident students typically undergo 2- or 3-year training programs. While they learn from patient interactions under the guidance of experienced doctors, integrating theoretical knowledge from textbooks into practical cases remains a challenge. This study aimed to explore the impact of medical interns acting as peer-students on the knowledge mastery of resident students. Method: The participants of this study consisted of resident students specializing in respiratory medicine at the Second Affiliated Hospital of Zhejiang University, School of Medicine. Resident students were given the opportunity to volunteer as peer-teachers for medical interns in the respiratory department. Those who chose to instruct interns were automatically placed into the test group, while those who opted not to partake in intern instruction formed the control group. In their role as peer-teachers, resident students assumed the responsibility of guiding interns in patient management throughout the entire continuum, spanning from initial engagement to discharge, a commitment that extended over a minimum period of 2 weeks. The resident students' academic performance was evaluated through a departmental examination consisting of 50 multiple-choice questions, which was administered upon completing their rotation. Statistical analysis was performed to assess the impact of peer-teaching on the resident students' performance. Results: Between January 2023 and June 2023, a total of 158 resident students completed their rotation in the respiratory department. Among them, 40 resident students willingly took on the responsibility of instructing medical interns, while 118 resident students did not participate in intern teaching. With a "one-to-one" teaching policy in place, the overall satisfaction rate of the interns was an impressive 95.35%. Pre-rotation test scores for the test group averaged 81.66 ± 8.325 (Mean ± SD) and the control group averaged 81.66 ± 8.002, without significance. The departmental examination scores of the test group averaged 85.60 ± 7.886, while the control group scored an average of 82.25 ± 8.292, with a statistically significant difference (p = 0.027). Conclusion: In conclusion, our study underscores the positive influence of peer-teaching on the knowledge mastery of resident students. [ABSTRACT FROM AUTHOR]

Abstract This narrative review investigates the current implementation and future potential of Peer-Assisted Learning (PAL) in medical education, specifically emphasizing its role in enhancing medical English proficiency. The article analyzes the effectiveness of PAL across various medical education contexts, including primary medical courses, doctor-patient communication, and standardized residency training. The findings indicate that PAL positively impacts student learning outcomes and promotes professional development, highlighting the necessity of its application in medical English instruction. However, implementing PAL faces several obstacles, such as limitations in student cognition and a singular interaction model. This review presents several application prospects, including scenario simulation and the integration of PAL with pedagogical methods such as Problem-Based Learning (PBL), Case-Based Learning (CBL), and Team-Based Learning (TBL). Ultimately, this review underscores the importance of PAL in medical English teaching and recommends future research directions to develop effective teaching models that optimize its implementation.

Abstract Background Peer-assisted learning (PAL) has been widely implemented for many years worldwide. To further enhance the understanding of available data, a scoping review of systematic reviews was conducted to synthesize existing evidence on the effectiveness of PAL in health professional education, aiming to provide more comprehensive outcomes. Methods Nine databases were systematically searched. The review process was guided by the five-stage scoping review framework proposed by Arksey and O’Malley. The JBI Critical Appraisal Checklist for Systematic Reviews and Research Syntheses was used to assess the methodological quality. The results were narratively synthesized and reported following the Context, Input, Process, and Product (CIPP) evaluation model. Results 24 systematic reviews (including nine meta-analyses) were included. The majority of these reviews were synthesized using narrative analysis. The application of PAL in health professional education was developed. In the context of evaluation, support for the theory, problem-based drivers, and the need to develop teaching and assessment skills for students were the main reasons for the development of PAL. Inputs for PAL predominantly centered on tutor recruitment and tutor training. Common activities within the PAL process encompassed peer teaching, peer tutoring, peer feedback, peer simulation, peer discussion, peer-led debriefing, peer supervision, and curriculum design. Outcomes of PAL were categorized across peer tutees, peer tutors, health professional educators, and challenges of PAL. Conclusions Despite certain challenges, the reciprocal benefits of PAL for peer tutees and tutors are evident. It is recommended that relevant institutions should consider incorporating PAL into the curriculum for health professional students. Future research should aim to develop a more rigorous framework to determine the short- and long-term effects, cost-effectiveness, and generalizability of PAL in health professional education.

Abstract Background As ultrasound is one of the most utilized imaging procedures in clinical practice in Germany, its integration into undergraduate medical education is imperative. Thereby, the limited availability of qualified instructors is a major challenge. Peer tutors, who are trained to instruct their peers collaboratively, could resolve staff constraints. This systematic review explores the literature on peer teaching in undergraduate ultrasound education, aiming to provide an overview of methodologies, outcomes, and peer teacher training concepts. Methods Following the PRISMA guidelines, a systematic literature review was conducted on the subject of peer teaching in undergraduate ultrasound education. Using PubMed and Google Scholar as databases, studies in English or German involving training concepts for peer teachers in undergraduate ultrasound education, published up to November 21, 2023, were included. Data extraction of original studies followed the PICOS schema with special respect to didactic concepts of peer tutor training programs and the effectiveness of peer teachers compared to faculty instructors. A modified version of the Newcastle–Ottawa Scale (NOS) was used to assess the quality of included studies. Results Finally, the search resulted in 20 relevant original studies, including 16 studies exploring peer teacher training concepts. Predominantly, peer teachers studied in their 4th year of medical school and on average one year further compared to their students. Peer teacher training was integrated into curricula by course-based concepts (93.8%) and internships (50.0%). Didactic modalities varied, encompassing laboratory rotations including the scanning of patients, the scanning of fellow students, lectures, and didactic training. The median training duration was about ten days. Of six comparative studies, five found peer-assisted learning to be comparably effective and one even better than faculty-led courses. Conclusion Despite the growing amount of literature underlining the effectiveness and wide application of peer teaching in ultrasound education, training concepts stay heterogenous without a standardized system for training and qualifying peer teachers. Developing comprehensive guidelines for peer tutor education could increase acceptance and recognition of peer-assisted learning and ensure minimum training standards.

Abstract Introduction/Background Peer-led teaching sessions (PLTS) supplement conventional medical education, allowing students to share knowledge effectively. PLTS have shown significant academic benefits for student instructors. However, the impact on attendees, especially concerning NBME-style examinations, remains underexplored. Methods This study analyzed de-identified data from 67 first-year medical students at Kirk Kerkorian School of Medicine, divided into PLTS attendees (study group) and non-attendees (control group) based on session participation. Data were collected before two NBME examinations, with attendees defined as those attending at least five Peer-led teaching sessions. Academic performance was measured using NBME Customized Assessment Services (CAS) exam scores. Statistical analyses, including p-tests, chi-square, and t-tests, assessed differences in performance and potential biases based on MCAT scores, first-generation status, and socioeconomic background. Results The study group initially had 26 students, and the control group had 31 students. Post-first examination, the study group adjusted to 22 students, and the control group to 35 students. MCAT scores and demographics showed no significant differences between groups. The first examination revealed a significant higher score in PLTS attendees’ scores (4.28% increase, p = 0.036), indicating a positive impact of PLTS on basic science knowledge. The second examination on organ systems physiology showed no significant difference (p = 0.722). Discussion PLTS effectively enhance foundational science understanding but may be less impactful for advanced topics. The diminishing effect may result from increased use of diverse study resources and adaptation to medical school. Future research should explore long-term benefits, optimal implementation strategies, and the impact of instructor quality and engagement. Therefore, the overall conclusion is that PLTS positively influence NBME-style exam performance in early medical education, but benefits decrease over time.

Abstract Background Peer tutorials are widely used in medical and health professions education. Some evidence suggests that peer tutorials can have positive effects for student peer tutors and tutees alike. To promote these positive effects, peer tutors are often prepared for their tasks. However, detailed information about this preparation is missing in the literature. The present study thus examines from the tutors’ perspective how peer tutor preparation is conducted, both in interprofessional and uniprofessional contexts, and how this preparation affects peer relations. Methods A qualitative design was used for the study. For data gathering, three online focus group discussions were conducted with student peer tutors from uniprofessional and interprofessional settings who had a background in health professions. Data were analysed inductively via thematic analysis. Results A total of 19 individuals participated in three focus group discussions (n = 6/n = 6/n = 7). From the participants’ perspective, preparation measures were heterogenous. Of a wide range of different measures, some were perceived as more helpful, others as less helpful. In analysing the data, three relevant themes came up which were dereived from the peer tutors’ perspective: roles, eye level, and (self-)trust. All three themes were found to be closely related and appeared to have a direct influence on peer relations. This influence on the learning/teaching process was either positive or negative depending on the respondents’ experiences. Conclusion From the peer tutors’ perspective, the preparation they received affected their relationships with their peers in a variety of ways, influenced by the context and the peer tutors’ needs. This finding should be taken into account when planning and implementing future preparatory activities. In addition, further pedagogical considerations and discussions about preparatory activities for peer tutors and their potential impact on social and cognitive congruence are needed.

Background: As ultrasound is one of the most utilized imaging procedures in clinical practice in Germany, its integration into undergraduate medical education is imperative. Thereby, the limited availability of qualified instructors is a major challenge. Peer tutors, who are trained to instruct their peers collaboratively, could resolve staff constraints. This systematic review explores the literature on peer teaching in undergraduate ultrasound education, aiming to provide an overview of methodologies, outcomes, and peer teacher training concepts. Methods: Following the PRISMA guidelines, a systematic literature review was conducted on the subject of peer teaching in undergraduate ultrasound education. Using PubMed and Google Scholar as databases, studies in English or German involving training concepts for peer teachers in undergraduate ultrasound education, published up to November 21, 2023, were included. Data extraction of original studies followed the PICOS schema with special respect to didactic concepts of peer tutor training programs and the effectiveness of peer teachers compared to faculty instructors. A modified version of the Newcastle–Ottawa Scale (NOS) was used to assess the quality of included studies. Results: Finally, the search resulted in 20 relevant original studies, including 16 studies exploring peer teacher training concepts. Predominantly, peer teachers studied in their 4th year of medical school and on average one year further compared to their students. Peer teacher training was integrated into curricula by course-based concepts (93.8%) and internships (50.0%). Didactic modalities varied, encompassing laboratory rotations including the scanning of patients, the scanning of fellow students, lectures, and didactic training. The median training duration was about ten days. Of six comparative studies, five found peer-assisted learning to be comparably effective and one even better than faculty-led courses. Conclusion: Despite the growing amount of literature underlining the effectiveness and wide application of peer teaching in ultrasound education, training concepts stay heterogenous without a standardized system for training and qualifying peer teachers. Developing comprehensive guidelines for peer tutor education could increase acceptance and recognition of peer-assisted learning and ensure minimum training standards. [ABSTRACT FROM AUTHOR]

Background: Peer tutorials are widely used in medical and health professions education. Some evidence suggests that peer tutorials can have positive effects for student peer tutors and tutees alike. To promote these positive effects, peer tutors are often prepared for their tasks. However, detailed information about this preparation is missing in the literature. The present study thus examines from the tutors' perspective how peer tutor preparation is conducted, both in interprofessional and uniprofessional contexts, and how this preparation affects peer relations. Methods: A qualitative design was used for the study. For data gathering, three online focus group discussions were conducted with student peer tutors from uniprofessional and interprofessional settings who had a background in health professions. Data were analysed inductively via thematic analysis. Results: A total of 19 individuals participated in three focus group discussions (n = 6/n = 6/n = 7). From the participants' perspective, preparation measures were heterogenous. Of a wide range of different measures, some were perceived as more helpful, others as less helpful. In analysing the data, three relevant themes came up which were dereived from the peer tutors' perspective: roles, eye level, and (self-)trust. All three themes were found to be closely related and appeared to have a direct influence on peer relations. This influence on the learning/teaching process was either positive or negative depending on the respondents' experiences. Conclusion: From the peer tutors' perspective, the preparation they received affected their relationships with their peers in a variety of ways, influenced by the context and the peer tutors' needs. This finding should be taken into account when planning and implementing future preparatory activities. In addition, further pedagogical considerations and discussions about preparatory activities for peer tutors and their potential impact on social and cognitive congruence are needed. [ABSTRACT FROM AUTHOR]

Research coursework can be challenging for occupational therapy students, thus potentially compromising their engagement in learning. A student engagement framework was used to design and implement an innovative assignment called Researchers' Theater with a cohort of 38 first-semester occupational therapy students. At the beginning of each class, a small group of students led a creative activity to review topics from the preceding week. Student feedback survey results and instructors' observations suggest this framework contributed to students' affective, behavioral, and cognitive engagement. Findings also highlight the potential value of student-led, game-based learning for reinforcing course content. [ABSTRACT FROM AUTHOR]

Near-Peer Mentoring (NPM) is an innovative form of Peer-assisted Learning that has been gaining traction in educational settings. Traditionally, NPM is characterized by a more experienced student (typically a year or more advanced) offering guidance and support to newer, less experienced students, with the aim of helping them navigate the complexities of their educational journey. This concept, however, has evolved to encompass a more inclusive and interdisciplinary approach, wherein students from different fields share their expertise, enhancing the learning experience for all involved. Research has shown that near-peer groups can significantly ease the stress associated with transitioning into higher education environments. Additionally, they play a crucial role in fostering cognitive and psychomotor development in students. The benefits of peer mentoring extend beyond academic development, contributing to a stronger sense of belonging to the educational institution, increasing student success and retention rates, and enhancing science identity and self-efficacy. In a practical application of this concept, a NPM program was implemented in an Interior Design undergraduate program at a southwestern university. The program was designed with several objectives improving student retention, reducing the workload of studio instructors, creating learning opportunities through near-peer interactions (such as workshops and brown bag sessions), and fostering a sense of belonging within the department. The outcomes of this initiative were encouraging, indicating that near-peer mentorship positively influenced students' academic motivation, sense of belonging, and confidence in their abilities, skills, and knowledge pertaining to the college environment. [ABSTRACT FROM AUTHOR]

Academic success has become an important educational goal that directs the nature of a learning process. Peer instruction is one of the learning methods used to achieve this end. The impacts of peer instruction on academic achievement can be determined more clearly by taking a holistic perspective at past experimental studies conducted in this field. A meta-analysis was conducted with effect sizes obtained from 43 studies along this direction. It was determined that the effect of peer instruction on academic achievement is high, positive, and significant (g = +0.92, 95% CI = [0.75, 1.10]). When the various potential moderators (education level, course type, duration of intervention and number of participants) that may contribute to the heterogeneity of the findings are examined, the differences between studies conducted in the field of science and studies involving secondary school students are striking. In addition, it is also found that short-term educational interventions with fewer participants are more effective. The implications and limitations of the study is that future research may focus on creating learning environments that encourage peer instruction through the combination of different teaching and learning techniques. [ABSTRACT FROM AUTHOR]

Background. Students' perceptions of the educational methodology are valuable for improving the quality of the educational environment. However, there is limited literature on students' perceptions of lectures and peer-assisted learning (PAL) within the School of Biomedical and Allied Health Sciences. Objectives. To determine the perceptions of allied health students across different study levels regarding the effectiveness of lectures and PAL as educational strategies. Methods. This cross-sectional study involved 213 Allied Health students from levels 200 to 400 at the University of Ghana. Data were collected using an adopted perceptions questionnaire. Perceptions of lectures and PAL were analysed using means and mean percentages. A one-way ANOVA test was performed to compare differences in perceptions among students at various study levels, while the independent sample t-test was used to compare differences in perceptions between male and female students. Results. PAL had the highest mean scores, with a global rating of 4.1 (standard deviation (SD) 0.8) compared with 3.5 (SD 0.8) for lectures (p<0.00). There were no differences in perceptions about lectures and PAL among levels 200 to 400 students. Female students had a more positive perception of PAL, while both male and female students had the same positive perceptions about lectures. Conclusions. Students generally had positive perceptions about lectures and PAL; however, PAL was acknowledged as an alternative that provides students with active educational experiences. PAL may be incorporated into the standard curriculum alongside lectures. [ABSTRACT FROM AUTHOR]

This study investigates the integration of artificial intelligence (AI), specifically ChatGPT, and peer-assisted learning (PAL) in enhancing academic writing skills among English as a Foreign Language (EFL) learners. Employing a participatory action research design, the study utilized a mixedmethods approach, combining quantitative and qualitative data collection. The research involved 143 EFL students in the experimental group participating in a 15-week academic writing course, with peer mentors actively engaging in the intervention process. Quantitative data were collected through pre- and post-tests assessing writing proficiency and questionnaires, while qualitative data were gathered via individual semistructured interviews to explore participants' perceptions and experiences. Peer mentors in a PAL center used ChatGPT to provide personalized, immediate feedback on writing tasks. The results indicated substantial improvements in writing scores and increased student confidence and engagement. This research provides empirical evidence on the synergistic effects of AI and PAL in EFL pedagogy, offering practical insights for educators. Future recommendations include exploring diverse AI tools across various linguistic and cultural settings and conducting longitudinal studies on the enduring effects of these interventions. [ABSTRACT FROM AUTHOR]

PurposeThe teacher–student relationship and self-efficacy will amplify the positive effect of peer-assisted learning on mathematics performance. A strong teacher–student relationship provides a supportive foundation, while higher self-efficacy equips students with the confidence and resilience to fully benefit from peer-assisted learning. This study examined the effect peer peer-assisted learning on mathematics performance as well as the moderating effect of the teacher–student relationship and the mediating effect of self-efficacy on the relationship between students’ mathematics performance and peer-assisted learning among students.Design/methodology/approachFor this study, a descriptive-correlation design was used. Three hundred and fifty-one students made up the study’s sample size. Stratified simple random sampling techniques were used to select respondents for this study. A structured questionnaire was employed to collect data from targeted respondents. Structural Equation Modeling (SEM) run in Amos (v.23) was used to address the proposed hypothesized paths for this study.FindingsThis study’s findings revealed that teacher–student relationship, self-efficacy, and peer-assisted learning had a positive and statistically influenced mathematics performance. Moreover, self-efficacy somewhat mediates the relationship between peer-assisted learning and mathematics performance. Finally, the association between peer-assisted learning and students’ mathematics performance was positively and considerably moderated by the teacher–student relationship.Originality/valuePrevious research has looked at how peer-assisted learning, teacher–student relationships, and self-efficacy influence mathematics performance. To contribute to the literature, this study examines the moderating and mediating effects of teacher–student relationships and self-efficacy on the relationship between peer-assisted learning and mathematics performance.

Abstract Background Work-integrated learning (WIL) is a core aspect of allied health education. WIL placements typically focus on developing clinical skills, with broader conceptions of work readiness a secondary consideration. Near-peer mentoring (NPM), where senior students mentor junior students, is one WIL placement model that holds promise for developing students’ work readiness, along with additional benefits for educators and service users. While there is emerging evidence of the benefits of NPM in allied health, a more comprehensive understanding of the design and outcomes of NPM WIL placements for allied health students, their educators and service users is needed. Methods A systematic search of seven electronic databases (CINAHL, ERIC, ProQuest Education, Medline, PsychInfo, EMBASE and Scopus) from 2003 to 2022 was conducted with 4195 records reviewed. Included studies reported on near-peer mentoring between at least one of the identified 11 allied health professionals providing services to real people (i.e. not simulation). Data extracted included pedagogical approaches, type of service model and relationship of peers to each other and educator, objectives for implementing the NPM, and effects for students. Quality appraisal was undertaken using the Standards for Reporting of Qualitative Research (SRQR). Results Fourteen studies met the inclusion criteria. The majority were North American in origin, from the disciplines of pharmacy, physiotherapy, psychology and occupational therapy, and used a range of research designs. Four types of placement design were observed from incidental co-location of students and observing outcomes through to deliberate preparation of students and/or educators for their roles in a NPM placement. Outcomes for junior students included lowered anxiety leading to increased confidence and motivation to learn and thus enhanced clinical skills. Senior student outcomes included development of educator skills, increased confidence, and enhanced professional reasoning. Service users and educators also benefited from NPM; however, evidence was sparse in these areas. Conclusion The evidence supports near-peer mentoring as a valuable WIL model to support work readiness, and several general pedagogical designs are evident. Future research should design NPM WIL with a greater integration of educational theory and evaluate outcomes beyond satisfaction and self-reported experiences.

Abstract Introduction In response to the COVID-19 crisis, this study aimed to introduce a new virtual teaching model for anatomy education that combines Peer-Assisted Learning (PAL) and flipped classrooms, aligning with constructivist principles. Method The Flipped Peer Assisted (FPA) method was implemented in a virtual neuroanatomy course for second-year medical students at Birjand University of Medical Sciences via a descriptive study. The method involved small groups of PAL, with peer learning serving as educational assistants and the teacher acting as a facilitator. Educational content was uploaded to the university’s learning management system (LMS). The opinion of medical students regarding the teaching method were evaluated using a 15-item questionnaire on a five-point Likert scale. Results A total of 210 students participated in the instruction using the FPA method. The analysis of students’ scores revealed an average score of 26.75 ± 3.67 on the 30-point test. According to student feedback, this teaching method effectively motivated students to study, enhanced teamwork and communication skills, transformed their perspective on the anatomy course, provided opportunities for formative assessment and feedback, and demonstrated the teacher’s dedication to education. Conclusion The FPA model demonstrates its effectiveness in transforming traditional classroom teaching and fostering teaching and learning in virtual environments, particularly during pandemics like COVID-19. This model holds promise for enhancing anatomy education in challenging circumstances.

Background: Work-integrated learning (WIL) is a core aspect of allied health education. WIL placements typically focus on developing clinical skills, with broader conceptions of work readiness a secondary consideration. Near-peer mentoring (NPM), where senior students mentor junior students, is one WIL placement model that holds promise for developing students' work readiness, along with additional benefits for educators and service users. While there is emerging evidence of the benefits of NPM in allied health, a more comprehensive understanding of the design and outcomes of NPM WIL placements for allied health students, their educators and service users is needed. Methods: A systematic search of seven electronic databases (CINAHL, ERIC, ProQuest Education, Medline, PsychInfo, EMBASE and Scopus) from 2003 to 2022 was conducted with 4195 records reviewed. Included studies reported on near-peer mentoring between at least one of the identified 11 allied health professionals providing services to real people (i.e. not simulation). Data extracted included pedagogical approaches, type of service model and relationship of peers to each other and educator, objectives for implementing the NPM, and effects for students. Quality appraisal was undertaken using the Standards for Reporting of Qualitative Research (SRQR). Results: Fourteen studies met the inclusion criteria. The majority were North American in origin, from the disciplines of pharmacy, physiotherapy, psychology and occupational therapy, and used a range of research designs. Four types of placement design were observed from incidental co-location of students and observing outcomes through to deliberate preparation of students and/or educators for their roles in a NPM placement. Outcomes for junior students included lowered anxiety leading to increased confidence and motivation to learn and thus enhanced clinical skills. Senior student outcomes included development of educator skills, increased confidence, and enhanced professional reasoning. Service users and educators also benefited from NPM; however, evidence was sparse in these areas. Conclusion: The evidence supports near-peer mentoring as a valuable WIL model to support work readiness, and several general pedagogical designs are evident. Future research should design NPM WIL with a greater integration of educational theory and evaluate outcomes beyond satisfaction and self-reported experiences. [ABSTRACT FROM AUTHOR]

Introduction: In response to the COVID-19 crisis, this study aimed to introduce a new virtual teaching model for anatomy education that combines Peer-Assisted Learning (PAL) and flipped classrooms, aligning with constructivist principles. Method: The Flipped Peer Assisted (FPA) method was implemented in a virtual neuroanatomy course for second-year medical students at Birjand University of Medical Sciences via a descriptive study. The method involved small groups of PAL, with peer learning serving as educational assistants and the teacher acting as a facilitator. Educational content was uploaded to the university's learning management system (LMS). The opinion of medical students regarding the teaching method were evaluated using a 15-item questionnaire on a five-point Likert scale. Results: A total of 210 students participated in the instruction using the FPA method. The analysis of students' scores revealed an average score of 26.75 ± 3.67 on the 30-point test. According to student feedback, this teaching method effectively motivated students to study, enhanced teamwork and communication skills, transformed their perspective on the anatomy course, provided opportunities for formative assessment and feedback, and demonstrated the teacher's dedication to education. Conclusion: The FPA model demonstrates its effectiveness in transforming traditional classroom teaching and fostering teaching and learning in virtual environments, particularly during pandemics like COVID-19. This model holds promise for enhancing anatomy education in challenging circumstances. [ABSTRACT FROM AUTHOR]

Abstract Aim The transition from medical students to competent physicians requires comprehensive training during residency programs. In China, resident students typically undergo 2- or 3-year training programs. While they learn from patient interactions under the guidance of experienced doctors, integrating theoretical knowledge from textbooks into practical cases remains a challenge. This study aimed to explore the impact of medical interns acting as peer-students on the knowledge mastery of resident students. Method The participants of this study consisted of resident students specializing in respiratory medicine at the Second Affiliated Hospital of Zhejiang University, School of Medicine. Resident students were given the opportunity to volunteer as peer-teachers for medical interns in the respiratory department. Those who chose to instruct interns were automatically placed into the test group, while those who opted not to partake in intern instruction formed the control group. In their role as peer-teachers, resident students assumed the responsibility of guiding interns in patient management throughout the entire continuum, spanning from initial engagement to discharge, a commitment that extended over a minimum period of 2 weeks. The resident students' academic performance was evaluated through a departmental examination consisting of 50 multiple-choice questions, which was administered upon completing their rotation. Statistical analysis was performed to assess the impact of peer-teaching on the resident students’ performance. Results Between January 2023 and June 2023, a total of 158 resident students completed their rotation in the respiratory department. Among them, 40 resident students willingly took on the responsibility of instructing medical interns, while 118 resident students did not participate in intern teaching. With a "one-to-one" teaching policy in place, the overall satisfaction rate of the interns was an impressive 95.35%. Pre-rotation test scores for the test group averaged 81.66 ± 8.325 (Mean ± SD) and the control group averaged 81.66 ± 8.002, without significance. The departmental examination scores of the test group averaged 85.60 ± 7.886, while the control group scored an average of 82.25 ± 8.292, with a statistically significant difference (p = 0.027). Conclusion In conclusion, our study underscores the positive influence of peer-teaching on the knowledge mastery of resident students.

Near‐peer tutoring (NPT) programs are popular vehicles to supplement traditional delivery of medical school curricula, including for anatomy laboratory (AL) content. While NPT programs can result in improved preclinical coursework performance for tutees, little to no data specifically show a benefit of NPT in AL course performance. In 2021, NYIT College of Osteopathic Medicine launched an NPT program where qualified second‐year students led group tutoring sessions for first‐year students. This study investigated whether participation and level of attendance in AL NPT sessions were associated with greater examination‐to‐examination improvement in AL performance. Student attendance at AL sessions in the NPT program was categorized as either regular (10 or more sessions), moderate (5–9 sessions), infrequent (1–4 sessions), or never during one semester. For the first 2 years of the NPT program, attendance frequency at AL tutoring sessions had a significant impact on average exam‐to‐exam improvement (p < 0.05). Overall, students who attended tutoring at any frequency had greater exam‐to‐exam improvement than students who never attended (p < 0.05). However, this trend was only significant in 1 of 2 years investigated. These data show that NPT programs can, though not uniformly, benefit student outcomes in AL coursework. With these data, this study provides additional details on the level of attendance necessary for expected improvements in AL coursework. [ABSTRACT FROM AUTHOR]

This study examined a change in delivery (in-person and virtual) for a pharmacy student-learning community within the context of ongoing program assessment during 2019-2023. First and second- year pharmacy students (n=145) reported their perceptions of the learning community's impact on academic success, professional development, and social interactions (1=strongly disagree, 9=strongly agree). Overall, students agreed that the learning community assisted with academic success (M=6.9-7.7), professional development (M=6.8-7.4), and social interactions (M=6.9-7.5). Student perceptions did not differ significantly with virtual programming. Accessibility of the peer mentors was a positive aspect. Non-participating students responded as unaware of the learning community and preferred studying alone. Ongoing evaluation will target student engagement and progression. [ABSTRACT FROM AUTHOR]

Introduction: This study evaluates the perceptions and experiences of students in the role of near‐peer teachers in a psychomotor skills course. Materials and Methods: Final year BDS students were invited to participate as near‐peer teachers in a 4th‐year conventional bridges course. Near‐peer teachers attended eight sessions (3 h) of simulation laboratory teaching relating to conventional bridge tooth preparations and provided feedback on near‐peer tooth preparations and answered their questions. Interviews were conducted with all near‐peer teachers to evaluate their perceptions of this novel teaching and learning experience and a thematic analysis was performed to analyse the data. Results: Near‐peer teachers reported this to be a rewarding, enjoyable and challenging experience. They benefited from learning and revising content‐related materials as well as gained insights and teaching skills through the peer teaching process. Students felt supported and learned from peers and teaching staff and some used dyad teaching as a strategy to overcome perceived challenges. Students also reported the benefits of social and cognitive congruence in interacting with junior peers. However, students reported the feeling of inadequacy or lack of confidence and suggested the need for a training to prepare them better for the course. Conclusion: This paper reports on the benefits as well as challenges perceived by near‐peer teachers during simulation laboratory teaching experience. We provide solutions into how to better prepare students for such teaching experience. [ABSTRACT FROM AUTHOR]

This paper presents two studies in which a peer‐assisted learning condition was compared to an individual learning condition. The first study used the paired‐associates learning task and the second study used an incrementally more complex task—the remote associate test. Participants in the peer‐assisted learning condition worked in groups of four. They had to solve a given problem individually and give a first answer before being able to request to see their peers' solutions; then, a second answer was issued. After six sessions of peer‐assisted practice, a final individual test was administered. Peer interaction was found to benefit learning in both studies but the benefit transferred to the final test only in the second study. Fine‐grained behavioral analyses and computational modeling suggested that the benefits of peer interaction were (partially) offset by its costs, particularly increased cognitive load and error exposure. Overall, the superiority of peer‐assisted learning over individual learning was more pronounced in the more complex task and for the more difficult problems in that task. A peer‐assisted learning condition was compared to an individual learning condition. The benefits of peer interaction were (partially) offset by its costs, particularly increased cognitive load and error exposure. The superiority of peer‐assisted learning over individual learning was more pronounced in the more complex task and for the more difficult problems in that task. [ABSTRACT FROM AUTHOR]

• Integrating students' interactive participation in the teacher-led demonstration would add more inspiration, enthusiasm and motivation. • Competency-based Peyton's four-step approach is effective in improving students' skill acquisition and retention. A student-friendly atmosphere and interactive learning experience enhance students' motivation and skill acquisition. Thus, integrating students' interactive participation in the teacher-led demonstration would add more enthusiasm and motivation. To determine the effect of integrating peer instructions and assessment with competency-based four-step approach on wound dressing skill acquisition and motivation among nursing students. A quasi-experimental, two-group pretest-posttest study was carried out at the skill labs of the College of Health and Sport Sciences. A convenience sampling of 121 nursing students were assigned to two groups; the control group received the traditional Peyton's 4-Steps-Approach (P4-SA). These steps included (a) demonstration; teacher performed the complete skill without comments or explanation, (b) deconstruction; teacher performed every sub-step slowly with detailed explanation, (c) comprehension; teacher performed the skill for third time, following the student's instructions and explanation of every sub-step, (d) execution; student described and execute the skill step by step simultaneously (n = 59). While the study group received the modified P4-SA approach where peer learning and peer assessment were applied in step 4 (n = 62). The study revealed that 71.0% of students in the study group obtained good total percent skills scores immediately after receiving the intervention, compared to 18.6% of those in the control group (p<0.001). Moreover, 93.5% had good total percent scores of skills after eight weeks of the intervention, compared to only 46.6% of those in the control group (p< 0.001). Regarding motivation, students in the study group also reported higher intrinsic and extrinsic goal orientation, task value, self-efficacy for learning and performance, and test anxiety control of learning beliefs. Integrating a student-centered teaching approach effectively promoted their motivation while performing complex nursing competencies such as wound dressing and facilitating skill acquisition and retention. Therefore, nursing educators could utilize their educational toolkit with various strategies for empowering nursing students' active participation in their learning. [ABSTRACT FROM AUTHOR]

Peer-assisted learning (PAL) encompasses the active acquisition of knowledge and skills among students in similar social settings where teaching one another enables reciprocal learning. Sameyear/level PAL (SPAL) is applied in theoretical and clinical teaching across medical disciplines worldwide and is regarded as a teaching and learning strategy promoting self-directed learning. However, it is unclear if SPAL is supporting the academic progress and skills development of students placed on extended curriculum programmes (ECP) in health sciences education (HSE) effectively. This paper focuses on ECP tutors and tutees' experiences of SPAL on their academic, personal and professional development. Six qualitative, semi-structured group interviews were conducted with 41 ECP students (14 tutors and 27 tutees) after they had participated in SPAL sessions. Findings indicate that SPAL supports ECP students not only academically, but also improves graduate attributes and leadership development, and promotes adapting to higher education through the establishment of communities of learning. Embedding structured SPAL sessions into ECPs in HSE was found to be central to the success of this teaching and learning strategy. [ABSTRACT FROM AUTHOR]

This study focuses on undergraduate student paraprofessionals who facilitated peer study groups for academically challenging college courses. A grounded qualitative research study of these student facilitators at an institution identified their professional identity development in unexpected ways that went against written policies for teacher attitudes and behaviors. Rather than perceiving themselves as peer study group facilitators following a narrow job description, many of them referred to themselves as teachers and acted accordingly, breaking the boundaries of behavior established by the study group program administrator. This article unmasks this professional identity emergence, postulates the mechanism for this choice, presents a model to explain it, and makes recommendations for talking openly about this identity and the subsequent behaviors that occurred as a result by the facilitators and the implications for the PAL program. [ABSTRACT FROM AUTHOR]

Introduction: Ultrasound diagnostics is an important examination method in everyday clinical practice, but student education is often inadequate for acquiring sufficient basic skills. Individual universities have therefore started integrating (extra)curricular training concepts into medical education. This study aimed to evaluate sustainable skills development through participation in peer-assisted ultrasound courses. Methods: From 2017, students in the clinical part of medical school could opt for extracurricular peer-assisted ultrasound courses. Depending on the format (10-week course/2-day compact course) these comprised 20 teaching units focusing on abdominal and emergency ultrasonography. Students attending compulsory workshops at the start of their practical year were enrolled in this study, allowing for a comparison between the study group (attended ultrasound course) and the control group (did not attend ultrasound course). Competency from two out of four practical exams (subjects: “aorta”, “gallbladder”, “kidney” and “lung”) was measured, and a theory test on the same subject areas (“pathology recognition”) was administered. Additional questions concerned biographical data, subjective competency assessment (7-point Likert scale), and “attitude to ultrasound training in the curriculum”. Results: Analysis included 302 participants in total. Ultrasound courses had been attended on average 2.5 years earlier (10-week course) and 12 months earlier (2-day compact course), respectively. The study group (n = 141) achieved significantly better results than the control group (n = 161) in the long-term follow-up. This applies both to practical exams (p < 0.01) and theory tests (p < 0.01). After course attendance, participants reported a significantly higher subjective assessment of theoretical (p < 0.01) and practical (p < 0.01) ultrasound skills. Conclusions: Peer-assisted ultrasound courses can sustainably increase both theoretical and practical competency of medical students. This highlights the potential and need for standardised implementation of ultrasound courses in the medical education curriculum.

Peer-assisted learning (PAL) encompasses the active acquisition of knowledge and skills among students in similar social settings where teaching one another enables reciprocal learning. Sameyear/ level PAL (SPAL) is applied in theoretical and clinical teaching across medical disciplines worldwide and is regarded as a teaching and learning strategy promoting self-directed learning. However, it is unclear if SPAL is supporting the academic progress and skills development of students placed on extended curriculum programmes (ECP) in health sciences education (HSE) effectively. This paper focuses on ECP tutors and tutees’ experiences of SPAL on their academic, personal and professional development. Six qualitative, semi-structured group interviews were conducted with 41 ECP students (14 tutors and 27 tutees) after they had participated in SPAL sessions. Findings indicate that SPAL supports ECP students not only academically, but also improves graduate attributes and leadership development, and promotes adapting to higher education through the establishment of communities of learning. Embedding structured SPAL sessions into ECPs in HSE was found to be central to the success of this teaching and learning strategy.

Anatomy and physiology courses have been identified as a major barrier to the persistence and graduation of undergraduate students seeking careers in the health professions. This break in the health profession's educational pipeline may have implications for perpetuating racial/ethnic educational attainment disparities that further health disparities through a lack of representation in healthcare providers. Although Supplemental Instruction (SI) is a well-developed, evidence-based program for improving student success, it has traditionally been used primarily in lecture-based courses. In addition, much of the literature on peer-assisted learning in anatomy and physiology focuses on medical school students. Therefore, it is difficult to extrapolate the effectiveness of SI on freshman and sophomore undergraduate students in a laboratory-based course. Here, we describe the expansion of our SI program, in conjunction with a complete curricular redesign, to address student success in an undergraduate gateway anatomy and physiology laboratory. Students who participated in the SI laboratory sessions held outside of instructor-led class time were significantly more likely to be high performers in the course, and there were no students who participated in SI sessions who earned a final course grade below a C. In addition, students expressed high satisfaction with the SI program and indicated that SI leaders provided both content and emotional support. In conclusion, SI is a valuable program to address student success in a laboratory-based course, particularly when integrated thoughtfully and intentionally with other evidence-based best practices in curriculum. [ABSTRACT FROM AUTHOR]

Supplemental Instruction is an evidence-based academic support program which improves the success of higher education undergraduate students who participate in the program, including students from historically underrepresented populations. Sessions are led by near-peer leaders who have previously successfully completed the course. While the impacts of leading SI programs have previously been demonstrated, there is little research on the specific impacts on historically underrepresented student leaders at Hispanic-Serving Institutions (HSIs). Our study aims to elucidate the impact of leading SI on our diverse population of SI leaders at the largest private HSI in New York State. Data were collected from SI leaders on their reflective perceptions about their experiences as SI leaders through both surveys and focus groups. Our data demonstrate that our diverse SI leaders feel positively about their experiences in the SI program with a focus on three areas of perceived self-improvement: confidence, communication and community. These areas of perceived self-improvement are particularly important as they may lead to higher retention and graduation rates. [ABSTRACT FROM AUTHOR]

Objectives: This study aims to analyze the impact and students' perceptions of online peer‐assisted learning (OPL), developed as an alternative and innovative approach to Special Care Dentistry (SCD) training during the COVID‐19 pandemic. Online peer‐assisted learning (OPL) is an alternative pedagogical approach that combines online education and peer‐assisted teaching. Methods: The OPL session was conducted by two postgraduate students in SCD (as teachers), to final year undergraduate dental students (as learners) (n = 90), supervised by two specialists in SCD‐related areas (as supervisors). Vetted online pre‐ and post‐intervention quizzes were conducted before and after the session, respectively, followed by an online validated feedback survey of the students' learning experiences. Meanwhile, a reflective session was conducted between the postgraduate students and supervisors to explore their perceptions of OPL. Quantitative data was analyzed via paired t‐test (significance level, P <.05). Qualitative data was analyzed via thematic analysis. Results: Overall, 68 (response rate = 75.6%) and 81 (response rate = 90.0%) undergraduate students completed the quiz and feedback survey, respectively. There was a significant difference in total mean scores, and mean scores of 7 (out of 10) individual items on the quizzes. Most students offered positive reviews of multiple aspects of OPL. They acknowledged the benefit of OPL for its content and preparation process, technology utilized, and experts' roles. Postgraduate students perceived that OPL encourages knowledge‐recall and utilization of technology‐based educational tools, while improving their teaching skills. Conclusion: Students provided positive responses toward the implementation of OPL as an innovative approach to the teaching and learning of SCD during the COVID‐19 pandemic. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic necessitated a quick transition to online learning widely. This study examined the contributions of the peer-to-peer learning interactions within integrated peer-assisted learning clusters to learning among students in universities in Harbin, China, and Akure, Nigeria respectively. The frequency of peer-to-peer interactions in peer-assisted learning clusters in both locations were studied in 2019, and followed by a study to assess the changing characteristics and nature of the learning interactions during the transition to online learning in 2020. Data was curated using Excel, Origin-Pro, and Wordcloud generator. Approximately 60 % of the participants used social media for peer-to-peer learning interactions daily within their peer-assisted learning cluster before the transition. The frequency of usage of all the communication technology-mediated means of peer-assisted learning interactions considered during online learning except emails. The increase in the frequency of learning interaction among students in universities in Harbin ranges from 32.1 % to 94.4 %. Students in Nigeria could not make this quick transition because of other factors highlighted. The learning interactions within their online cluster contribute positively to the online learning of 83.6% of the participants. Peer-to-peer learning interactions was successfully leveraged in the transition to the online learning occasioned by the pandemic. [ABSTRACT FROM AUTHOR]

Introduction: Peer-assisted learning (PAL) is a student-centered active learning process which provides a flexible approach for students to prepare and organize their learning prospectus and gives opportunity for collaboration among peers. Aims: The purpose of this study was to assess the effectiveness and impact of online PAL session in enhancing the knowledge of breast cancer and breast self-examination (BSE) among medical students. Settings and Design: This was a cross-sectional, quasi-experimental study done using mixed-method design. Subjects and Methods: Online PAL session was conducted for premedical and preclinical students by the peer tutors for 93 medical students in March 2020. Knowledge of breast cancer and BSE was compared with the pretest and posttest scores. Feedback survey from tutees, tutors, and faculties was taken to evaluate conduct and satisfaction of the workshop for improvements in future. Statistical Analysis Used: Data were analyzed using SPSS 22. Descriptive data were presented as frequency and percentage. Continuous data were presented as mean and standard deviation. Paired sample t-test was applied for statistical significance of pretest and posttest data. Results: Significant improvements were observed in the posttest scores of knowledge on breast cancer and BSE. The mean satisfaction score was high among the tutees, tutors, and faculties, indicating that PAL session had significant impact on students. Conclusions: PAL sessions can be a dynamic tool to create a safe and successful learning environment for students to learn on sensitive health issues such as breast cancer and BSE.

Aim: This paper evaluates the perceptions and experience of students, in the role of both near‐peer teacher and learner who participated in the clinical dental photography course, using a mixed‐method analysis with focus group interviews of student tutors and a questionnaire of learner perceptions. Methods: A student‐led course on Digital Clinical Photography took place with BDS 5 and 6 students as near‐peer teachers (NPTs) and BDS 2 and 3 students as learners. Interviews were conducted with near‐peer teachers, and a questionnaire was distributed to learners to evaluate students' perceptions of this novel teaching and learning experience. Results: Near‐peer teaching has proven to be a beneficial alternative teaching pedagogy which was well‐received by NPTs and student learners. The content creation and teaching experience deepened NPTs' understanding on the subject matter and were motivated given the autonomous nature of the project. NPTs enjoyed and benefited from the collaborative nature of the project and the relevance of the subject matter and improved their clinical skills. The student learners enjoyed the learning experience and benefits of learning from NPTs which is supported by social and cognitive congruence. The positive perception of teaching and learning in pairs were also described. Conclusion: This project demonstrates the perceived benefits of near‐peer teaching for clinical photography skills for student experiential learning and highlights key elements on how to structure such an activity to engage and support students to participate in such future activities. [ABSTRACT FROM AUTHOR]

Introduction: Ultrasound diagnostics is an important examination method in everyday clinical practice, but student education is often inadequate for acquiring sufficient basic skills. Individual universities have therefore started integrating (extra)curricular training concepts into medical education. This study aimed to evaluate sustainable skills development through participation in peer-assisted ultrasound courses. Methods: From 2017, students in the clinical part of medical school could opt for extracurricular peer-assisted ultrasound courses. Depending on the format (10-week course/2-day compact course) these comprised 20 teaching units focusing on abdominal and emergency ultrasonography. Students attending compulsory workshops at the start of their practical year were enrolled in this study, allowing for a comparison between the study group (attended ultrasound course) and the control group (did not attend ultrasound course). Competency from two out of four practical exams (subjects: "aorta", "gallbladder", "kidney" and "lung") was measured, and a theory test on the same subject areas ("pathology recognition") was administered. Additional questions concerned biographical data, subjective competency assessment (7-point Likert scale), and "attitude to ultrasound training in the curriculum". Results: Analysis included 302 participants in total. Ultrasound courses had been attended on average 2.5 years earlier (10-week course) and 12 months earlier (2-day compact course), respectively. The study group (n = 141) achieved significantly better results than the control group (n = 161) in the long-term follow-up. This applies both to practical exams (p < 0.01) and theory tests (p < 0.01). After course attendance, participants reported a significantly higher subjective assessment of theoretical (p < 0.01) and practical (p < 0.01) ultrasound skills. Conclusions: Peer-assisted ultrasound courses can sustainably increase both theoretical and practical competency of medical students. This highlights the potential and need for standardised implementation of ultrasound courses in the medical education curriculum. [ABSTRACT FROM AUTHOR]

Objectives: Standardized extracurricular skills labs courses have been developed in recent decades and are important approaches in peer-assisted medical learning (PAL). To provide high quality training and achieve effective learning strategies, continuous evaluations and quality assessments are essential. This research aims to evaluate quality data from medical students participating in extracurricular skills labs courses at Ruhr-University Bochum to prospectively optimize concepts and didactical training and standardize processes. Additionally, we set out to assess and quantify drivers that are influencing factors of the self-reflection of competencies. Methods: The analysis was based on a routine assessment of n = 503 attendees of the PAL courses in the skills labs in three consecutive semesters, who voluntarily participated in the evaluation. We analyzed the effects of age, semester and their interaction on the self-reflection of competencies in technical skills courses using moderated regression and simple slope analyses, as previously published. A univariate analysis of variance (ANOVA) with post hoc Tukey HSD testing was used to analyze group means in estimated competencies using IBM SPSS Statistics V.28. Results: An analysis of variance revealed a significant increase in self-assessed competencies when comparing pre- vs. post-course evaluation data in all 35 depicted items (all p < 0.001). A total of 65.5% of the items were adjusted significantly differently, revealing modified self-reflected pre-course levels compared to those stated before. A moderated regression analysis revealed that age (R2 = 0.001, F(1;2347) = 1.88, p < 0.665), semester of study (∆R2 = 0.001, ∆F (1;2346) = 0.012, p < 0.912) and their interaction (∆R2 = 0.001, ∆F (1;2345) = 10.72, p < 0.227) did not explain a significant amount of the variance in self-reflection variance. A simple slope analysis of earlier (b = 0.07, t = 0.29, p < 0.773) and later semesters of study (b = 0.06, t = 0.07, p < 0.941) did not differentiate from zero. Conclusions: The presented evaluation paradigm proved to be a useful tool to encourage students to initiate self-regulatory and self-reflective behavior. The cohesive evaluation of the large cohort of attendees in extracurricular, facultative skills labs courses was helpful in terms of quality assessments and future adaptations. Further evaluation paradigms should be implemented to assess other influencing factors, such as gender, on self-reflection, since age and semester did not explain significant differences in the model. [ABSTRACT FROM AUTHOR]

Feedback is considered an essential element of effective learning. Students who receive feedback from peers can improve their clinical and communication skills. This paper aims to testify for whether peer-assisted learning (PAL) is successful in teaching students with the ability to give feedback. The study was design as tutors (n=20), tutees (n=20) and control group (n=20). Tutors were educated to provide constructive feedback, and this group trained tutees in PAL to increase their skills in providing feedback. After the training, tutors and tutees used role play about veterinarian-client consultation. At the end of the consultations, each tutee provided feedback to the tutor about his/her communication skills. As findings, there was a statistically significant change between the mean scores of both "tutor and control groups" (P<0.004) and "tutors and tutees" (P<0.001). However, there was no statistically significant difference in terms of the academic year and gender between groups. Tutees benefited from being trained by peers, and tutors also improved their feedback skills by training peers. Conspicuously, PAL was found to be effective for not only tutors but also tutees. With this argument, it is predicted that other veterinary fields can also benefit from PAL throughout veterinary training. [ABSTRACT FROM AUTHOR]

This research seeks to develop an improved teaching method in the Thai-listening comprehension through feedback and peer-assisted learning. The researchers studied the developing result of Chinese students who had different roles and levels of self-regulation in the learning. Single subject research has been adopted in this research with 31 undergraduate Chinese students participating in the study. These students were 2nd year students majoring in the Thai language. They had all registered in the Listening course at - Level 2. The researchers measured the student's abilities and self-regulation to make precise conclusion in their listening comprehension over 9 practices. To data were analyzed using content analysis and repeated measurement with independent variables. The research result revealed that using feedback providing method for homework No. 1 - 9 given to individual and using learning method as peer-assisted in doing homework for No. 4-5. After that, let each student did his/her homework by himself/herself or No. 6-7 and back to learning method using peer-assisted again on doing homework for No. 8-9. The developing result of listening comprehension shown that in general, the students have improved in listening comprehension skill. The "High and Medium" student group develops better listening comprehension skill than "Develop and Low" student group. The students with different self-regulation had the diversified scores for 9 homework not statistically significant. [ABSTRACT FROM AUTHOR]

An understanding of forearm and wrist anatomy is necessary for the diagnosis and treatment of various injuries. Evidence supports the use of peer‐assisted learning (PAL) as an effective resource for teaching basic science courses. First‐year medical students across three class years participated in an optional PAL kinesthetic workshop wherein participants created anatomically accurate paper models of forearm and wrist muscles. Participants completed pre‐ and post‐workshop surveys. Participant and nonparticipant exam performances were compared. Participation ranged from 17.3% to 33.2% of each class; participants were more likely to identify as women than men (p < 0.001). Participants in cohorts 2 and 3 reported increased comfort with relevant content after the workshop (p < 0.001). Survey responses for cohort 1 were omitted due to low response rates; however, exam performances were assessed for all three cohorts. Cohort 2 participants scored higher than nonparticipants on forearm and wrist questions on the cumulative course exam (p = 0.010), while the opposite was found for cohort 3 (p = 0.051). No other statistically significant differences were observed. This is the first study to examine quantitative and qualitative results for a PAL intervention repeated for three separate cohorts. Although academic performance varied, two cohorts reported increased comfort with relevant course material after the workshop. Results of this study support the need for further exploration of PAL workshops as an instructional method in teaching anatomy and highlight the challenges associated with repeating interventions over multiple years. As more studies attempt replication across multiple years, these challenges may be addressed, thereby informing PAL best practices. [ABSTRACT FROM AUTHOR]

The peer tutoring approach is a student-cantered teaching method in which students learn in pairs with teacher supervision. The study discussed in this paper is a systematic literature review related to the effectiveness of peer tutoring approaches which has been published within the last 5 years. A complete text analysis was conducted using 20 research papers stating the impact of the peer mentoring approach for this writing. Among the things obtained from previous studies are the variety of ways to implement peer tutoring approach, the impact on 3 aspects in students which are mathematical achievement, social skills and cognitive skills and the teaching theories used. The findings of the study indicate that most past studies used quantitative research methods with the concept of age peer approach. Then, constructivism theory was the most frequently applied with a sample of high school students. In conclusion, this systematic literature review shows that the peer tutoring approach in mathematics education has many benefits in various aspects and needs to be extended to improve the quality of education. [ABSTRACT FROM AUTHOR]

Abstract Background Peer-assisted learning represents a favoured method of teaching in universities. The COVID-19 pandemic has necessitated transferring medical education to digital formats, and subsequently, the question has arisen of whether online tutorials might be effective. This study, thus, investigated the efficacy of online tutorials in a communication course by assessing the interaction, verbal communication, and nonverbal communication of tutors and students. Methods Second-year medical students were invited to participate in this longitudinal quantitative study. Validated and self-developed questionnaires (e.g., Jefferson Empathy Scale) including 39 questions (rated on a 7- or 5-point Likert scale) were used to assess the different variables including interaction, verbal and nonverbal communication and students’ learning success. Results Out of 165 medical students, 128 took part in the study. The students as well as tutors reported that they found each other likeable (Mstudents = 4.60±0.71; Mtutors = 4.38±0.53; p > .05). Learning success increased throughout the communication course (Cohen’s d = 0.36–0.74). The nonverbal and verbal communication in the simulated patient (SP) encounter was also rated as high by all three groups (Mnonverbal = 3.90±0.83; Mverbal = 4.88±0.35). Conclusions Interaction as well as nonverbal and verbal communication occurred in the online format, indicating that online tutorials can be effective. The implementation of SPs increases the efficiency of synchronous online learning as it enhances the simulation of a real patient–physician encounter. Thus, online tutorials are a valuable amendment to medical education.

Objectives: Undergraduate ultrasound education is becoming increasingly important, but its expansion is limited by time, space and the availability of trained faculty. In order to validate an alternative and more accessible teaching model, our aim was to assess whether combining teleguidance and peer‐assisted learning to teach ultrasound is as effective as traditional in‐person methods. Methods: Peer instructors taught 47 second‐year medical students ocular ultrasound via either teleguidance or traditional in‐person methods. Proficiency was assessed using a multiple‐choice knowledge test and objective structured clinical examination (OSCE). Confidence, overall experience, and experience with a peer instructor were measured using a 5‐point Likert scale. Two one‐sided t‐tests were used to measure equivalency between the two groups. The null hypothesis that the two groups were not different was rejected when P < 0.05. Results: The teleguidance group performed as well as the traditional in‐person group in terms of knowledge change, confidence change, OSCE time and OSCE score (p = 0.011, p = 0.006, p = 0.005 and = 0.004, respectively, indicating the two groups are statistically equivalent). The teleguidance group rated the experience highly overall (4.06/5), but less than the traditional group (4.47/5; P = 0.448, indicating statistical difference). Peer instruction was rated 4.35/5 overall. Conclusion: Peer‐instructed teleguidance was equivalent to in‐person instruction with respect to knowledge change, confidence gain and OSCE performance in basic ocular ultrasound. [ABSTRACT FROM AUTHOR]

Introduction: There is an expectation that healthcare professionals display competence in teaching, assessment and providing feedback. Development begins with formative peer‐assisted learning and teaching in the undergraduate environment. Using peers or near‐peers (in this case having 1 year more experience than the examination cohort) to provide assessment in summative exams remains unexplored. This study investigates how the use of near‐peers compares to marking by academic staff in a summative OSCE. Materials and Methods: BDS4 Peer assessors (PAs) developed an OSCE question and marking schedule. Each PA (n = 3) was paired with an academic staff assessor (ASA) (n = 3). Peer and academic marked the candidates independently. Two years later, the process was repeated on the same cohort of candidates with the PA now 1‐year post qualification. Statistical analysis compared the scores awarded by PA during each timeframe and against the marks awarded by the ASA. Results: During round 1, 28 students (62.2%) were awarded the same score by PA and ASA. On 17 occasions, there was a discrepancy (37.8%). Bias was skewed in favour of PA scoring higher (mean difference of differences −0.0667). During round 2, 27 students (55.1%) were awarded the same score by PA and ASA. On 22 occasions (44.9%), there was a discrepancy. Bias was skewed in favour of ASA scoring higher (mean difference of differences 0.0612). Discussion: Levels of agreement between PA and ASA are strong. Our results show PA mark more leniently as undergraduates and less leniently at 1‐year post graduation. Conclusions: Peer assessors are able to write OSCE stations, produce marking schemes and effectively assess their near‐peers. [ABSTRACT FROM AUTHOR]

Introduction: Peer-assisted learning (PAL) is a student-centered active learning process which provides a flexible approach for students to prepare and organize their learning prospectus and gives opportunity for collaboration among peers. Aims: The purpose of this study was to assess the effectiveness and impact of online PAL session in enhancing the knowledge of breast cancer and breast self-examination (BSE) among medical students. Settings and Design: This was a cross-sectional, quasi-experimental study done using mixed-method design. Subjects and Methods: Online PAL session was conducted for premedical and preclinical students by the peer tutors for 93 medical students in March 2020. Knowledge of breast cancer and BSE was compared with the pretest and posttest scores. Feedback survey from tutees, tutors, and faculties was taken to evaluate conduct and satisfaction of the workshop for improvements in future. Statistical Analysis Used: Data were analyzed using SPSS 22. Descriptive data were presented as frequency and percentage. Continuous data were presented as mean and standard deviation. Paired sample t-test was applied for statistical significance of pretest and posttest data. Results: Significant improvements were observed in the posttest scores of knowledge on breast cancer and BSE. The mean satisfaction score was high among the tutees, tutors, and faculties, indicating that PAL session had significant impact on students. Conclusions: PAL sessions can be a dynamic tool to create a safe and successful learning environment for students to learn on sensitive health issues such as breast cancer and BSE. [ABSTRACT FROM AUTHOR]