The effect of peer assisted learning in medical education: a meta-analysis

doi:10.3760/cma.j.cn115259-20231020-00382

Abstract

Abstract: Objective To analyze the impact of peer-assisted learning (PAL) on the learning outcomes of medical students, and evaluate the effect of PAL in medical education. Methods In August 2023, randomized studies on PAL among medical students were conducted through computer search of Web of Science, Embase, EBSCO databases, China National Knowledge Infrastructure, Wanfang Data, VIP Database for Chinese Technical Periodicals . Literature screening and meta-analysis were conducted using Endnote 20 and Review Manager 5.4 software. Random effects model was used for statistical analysis. Results A total of 33 relevant literature were included. The meta-analysis results showed that PAL significantly improved the learning outcomes of clinical medical students (SMD=0.74 [0.25, 1.23]), but had no significant impact on the learning outcomes of preclinical medical students (SMD=0.39 [-0.04,0.82]). PAL also significantly improved the learning outcomes of clinical skills (SMD=0.87[0.47,1.28]), but had no significant impact on the learning outcomes of theoretical knowledge (SMD=0.49[-0.11,1.10]). Students who participated in PAL for more than 4 weeks had significantly better learning outcomes than those who did not participate in PAL (SMD=1.08 [0.33,1.84]), and whether or not to participate in PAL within 4 weeks did not have a significant impact on students' learning outcomes (SMD=0.27 [-0.10,0.64]). Conclusions The learning outcomes of medical students have significantly improved after participating in PAL, and the most significant effect is in the clinical skills learning stage, which can be maintained for a relatively long time.

Key words: Education, medical, Peer-assisted learning, Learning outcomes, Meta-analysis

CLC Number:

Shen Yi'nan, Li Yuwei. The effect of peer assisted learning in medical education: a meta-analysis[J]. Chinese Journal of Medical Education, 2024, 44(11): 811-816.

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