TY - JOUR
T1 - Determining the effectiveness of peer-assisted learning in medical education
T2 - A systematic review and meta-analysis
AU - Guraya, Salman Y.
AU - Abdalla, Mohamed E.
N1 - Publisher Copyright:
© 2020 The Authors
PY - 2020/6
Y1 - 2020/6
N2 - Objective: Despite the popularity of peer-assisted learning (PAL), existing literature has not shown enough evidence that can validate its impact on students' active learning. This meta-analysis aims to quantitatively analyse the effectiveness of PAL in medical education. Methods: We searched selected databases using the Medical Subject Headings (MeSH) terms ‘peer-assisted’, ‘learning’, ‘active learning’, ‘teaching strategy’, ‘peer mentoring’, and ‘peer instructions’ for full-text English language studies with a pre-post design. Following a systematic protocol, we selected 11 articles for final analysis. A meta-analysis was done using Review Manager (RevMan) 5.3 from Cochrane Training and the final output was presented by a forest plot. Results: The results showed a significant effectiveness of PAL; notably, there was a standardised mean difference of 1.26 with a confidence interval of 0.58–1.94. The Cochran's Q test showed a 5% level of significance as measured by Chi2 = 449.46. Besides, the results of the I2 test were significant (98%); moreover, a z value of 3.65 validated the effectiveness of PAL. Conclusion: This research has shown that PAL can be used as a valuable learning tool in the medical field. Educational interventions in curricula for incorporating PAL strategies can potentially enhance the learning experience of the medical students.
AB - Objective: Despite the popularity of peer-assisted learning (PAL), existing literature has not shown enough evidence that can validate its impact on students' active learning. This meta-analysis aims to quantitatively analyse the effectiveness of PAL in medical education. Methods: We searched selected databases using the Medical Subject Headings (MeSH) terms ‘peer-assisted’, ‘learning’, ‘active learning’, ‘teaching strategy’, ‘peer mentoring’, and ‘peer instructions’ for full-text English language studies with a pre-post design. Following a systematic protocol, we selected 11 articles for final analysis. A meta-analysis was done using Review Manager (RevMan) 5.3 from Cochrane Training and the final output was presented by a forest plot. Results: The results showed a significant effectiveness of PAL; notably, there was a standardised mean difference of 1.26 with a confidence interval of 0.58–1.94. The Cochran's Q test showed a 5% level of significance as measured by Chi2 = 449.46. Besides, the results of the I2 test were significant (98%); moreover, a z value of 3.65 validated the effectiveness of PAL. Conclusion: This research has shown that PAL can be used as a valuable learning tool in the medical field. Educational interventions in curricula for incorporating PAL strategies can potentially enhance the learning experience of the medical students.
KW - Active learning
KW - Medical education
KW - Meta-analysis
KW - Peer-assisted learning
KW - Systematic review
UR - http://www.scopus.com/inward/record.url?scp=85085606571&partnerID=8YFLogxK
U2 - 10.1016/j.jtumed.2020.05.002
DO - 10.1016/j.jtumed.2020.05.002
M3 - Review article
AN - SCOPUS:85085606571
SN - 1658-3612
VL - 15
SP - 177
EP - 184
JO - Journal of Taibah University Medical Sciences
JF - Journal of Taibah University Medical Sciences
IS - 3
ER -