A study on the impact of peer learning in the medical integration course on medical students′ learning experiences and ability development

doi:10.3760/cma.j.cn115259-20250722-00817

Abstract

Abstract: Objective To explore the multi-dimensional impacts of peer-assisted learning (PAL) in the context of medical integration courses on students′ learning experiences and ability development, and to provide a reference for universities to optimize the systematic integrated teaching methods. Methods A mixed-method research approach was adopted. Based on the systematic integrated teaching model of Shantou University Medical College, from May 2023 to May 2024, 86 undergraduate students from the clinical medicine program of Shantou University Medical College (2021-2023 intakes) were selected as the research subjects. Questionnaire surveys were conducted on students′ reaction, learning, behavior, and outcome dimensions. Statistical analysis was performed using the Wilcoxon signed-rank test. Based on the questionnaire survey results, 10 students were selected for semi-structured focus group interviews regarding the impact of PAL on their ability development within the systematic integrated course. The interview data were coded using NVivo and analyzed using thematic framework analysis. Results In the reaction dimension, 84 (97.7%) students were satisfied or very satisfied with PAL. In the other three dimensions, post-PAL scores were higher than those in the retrospective self-assessments before PAL, with scores for learning 4.32 (3.97, 4.93) vs. 3.18 (2.64, 3.75), for behavior 4.75 (4.00, 5.00) vs. 3.50 (3.00, 4.00), for outcome 4.80 (4.20, 5.00) vs. 3.80 (3.00, 4.40), all P<0.001. Four themes were extracted from the interviews: PAL promotes understanding and adaptation of the systematic integrated model, promotes multi-dimensional development, promotes positive changes in learning behaviors, and offers multiple advantages. Conclusions PAL helps improve medical students′ learning experiences and promotes their abilities. It has prominent advantages in cultivating students′ thinking ability and enhancing their enthusiasm for autonomous learning, and can serve as an important supplement to systematic integrated teaching.

Key words: Education, medical, undergraduate, Peer-assisted learning, Competency development assessment, Questionnaire survey, Focus group interview

CLC Number:

R-05

Wu Jingnan, Chen Litong, Huang Zhengwen, Liu Ruikai, Xin Gang. A study on the impact of peer learning in the medical integration course on medical students′ learning experiences and ability development[J]. Chinese Journal of Medical Education, 2026, 46(9): 678-683, DOI: 10.3760/cma.j.cn115259-20250722-00817.

References

[1] 李琳, 钟萍, 吴艳, 等. 临床医学模块教学效果评价与改进实践研究[J].中国高等医学教育,2022(3):50-51. DOI: 10.3969/j.issn.1002-1701.2022.03.023.
[2] 高分飞, 陈海波, 石刚刚. 系统整合课程体系改革实践的思考[J].中国高等医学教育,2010(1):103-104. DOI: 10.3969/j.issn.1002-1701.2010.01.056.
[3] 鲍龙, 吕晓虹, 薛坤, 等. “以器官系统为中心、多学科融合”的教学模式在神经解剖学教学中的应用探索[J].卫生职业教育,2023,41(6):82-85. DOI: 10.20037/j.issn.1671-1246.2023.06.27.
[4] 李蕾, 洪涛, 陈江天, 等. 心血管系统整合课程中疾病模块化集体备课的应用探索[J].中华医学教育杂志,2022,42(5):417-421. DOI: 10.3760/cma.j.cn115259-20211015-01273.
[5] Maheady L, Harper GF, Mallette B. Peer-mediated instruction: a review of potential applications for special education[J]. Journal of Reading, Writing, and Learning Disabilities International, 1991, 7(2): 75-103. DOI: 10.1080/0748763910070202.
[6] 曾雪屏. 我国高校学生同伴互助的现状及互助学习实施路径探究[D]. 西安:西安电子科技大学,2018.
[7] 左璜, 黄甫全. 国外同伴互助学习的研究进展与前瞻[J].外国教育研究,2010,37(4):53-59.
[8] Zhang Y, Maconochie M. A meta-analysis of peer-assisted learning on examination performance in clinical knowledge and skills education[J]. BMC Med Educ, 2022,22(1):147. DOI: 10.1186/s12909-022-03183-3.
[9] 温志锋, 吴安华. PAL结合DOPS在神经外科住培学员批判性思维能力培养中的实践[J].浙江医学教育,2021,20(5):28-30,23. DOI: 10.3969/j.issn.1672-0024.2021.05.009.
[10] 王雪, 王呼萍. 基于PAL联合情景模拟教学培养实习护生临床思维能力的构建[J].内蒙古医科大学学报,2019,41(S2):118-120. DOI: 10.16343/j.cnki.issn.2095-512x.2019.s2.050.
[11] 赖长沙, 吴雁. 基于柯氏评估模型分析中医学本科实习生中医临床思维效果研究[J].中国中医药现代远程教育,2024,22(14):1-3. DOI: 10.3969/j.issn.1672-2779.2024.14.001.
[12] 陆俊月. 消费者使用共享快递盒的意愿研究[J].市场周刊,2018(11):103-105.
[13] 黄梓键, 吴晓曼, 黎子华, 等. 基于自主设计研究性实验课的医学生科研创新实验能力评价指标体系的构建[J].中国生物化学与分子生物学报,2021,37(12):1691-1700. DOI: 10.13865/j.cnki.cjbmb.2021.08.1216.
[14] 蒋婉岚, 张佩蓉, 马英淳, 等. 风湿病学临床教学对医学研究生临床思维能力的培养[J].中国继续医学教育,2024,16(24):158-162. DOI: 10.3969/j.issn.1674-9308.2024.24.032.
[15] 岳延华, 曹阳, 顾伟英. PAL联合思维导图教学法在血液科体格检查临床教学中的应用[J].中国继续医学教育,2024,16(6):59-63. DOI: 10.3969/j.issn.1674-9308.2024.06.013.
[16] 刘冰, 刘会缔, 李亚伦, 等. 同伴互助学习联合以问题为基础学习的研究与实践[J].医学教育研究与实践,2020,28(4):641-644. DOI: 10.13555/j.cnki.c.m.e.2020.04.021.
[17] 张园园, 徐罗佳, 陈一芳, 等. PAL在儿科见习临床技能教学中的应用研究[J].中国高等医学教育,2021(6):73-74. DOI:10.3969/j.issn.1002-1701.2021.06.037.