Rees, EL and Quinn, PJ and Davies, B and Fotheringham, V (2015) How does peer teaching compare to faculty teaching?: a systematic review and meta-analysis. Medical Teacher. 1 - 9. ISSN 1466-187X

[img]
Preview
Text
rees_quin_dav_mt_2015.pdf - Accepted Version
Available under License Creative Commons Attribution Non-commercial.

Download (115kB) | Preview

Abstract

PURPOSE: In undergraduate medical education, peer-teaching has become an established and common method to enhance student learning. Evidence suggests that peer-teaching provides learning benefits for both learners and tutors. We aimed to describe the outcomes for medical students taught by peers through systematic review and meta-analysis of existing literature. METHODS: Seven databases were searched through 21 terms and their Boolean combinations. Studies reporting knowledge or skills outcomes of students taught by peers compared to those taught by faculty or qualified clinicians were included. Extracted data on students' knowledge and skills outcomes were synthesised through a random effects model meta-analysis. RESULTS: The search yielded 2292 studies. Five hundred and fifty-three duplicates and 1611 irrelevant articles were removed during title-screening. The abstracts of 128 papers were screened against the inclusion and exclusion criteria. Ten studies have been included in the review. Meta-analyses showed no significant difference in peer-teaching compared to faculty teaching for knowledge or skills outcomes, standardised mean differences were 0.07 (95% CI: -0.07, 0.21) and 0.11 (95% CI: -0.07, 1.29), respectively. CONCLUSION: Students taught by peers do not have significantly different outcomes to those taught by faculty. As the process of teaching helps to develop both tutor knowledge and teaching skills, peer-teaching should be supported.

Item Type: Article
Uncontrolled Keywords: medical education
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
R Medicine > R Medicine (General)
Related URLs:
Depositing User: Symplectic
Date Deposited: 02 Feb 2016 15:28
Last Modified: 27 Nov 2016 01:30
URI: http://eprints.keele.ac.uk/id/eprint/1431

Actions (login required)

View Item View Item