Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school | Zendy

Andrew G. Hill | Zendy; Yu | Zendy; Nichola Wilson | Zendy; Hawken | Zendy; Singh Singh | Zendy; Lemanu | Zendy

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Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school

Author(s) -

Andrew G. Hill,

Yu,

Nichola Wilson,

Hawken,

Singh Singh,

Lemanu

Publication year - 2011

Publication title -

advances in medical education and practice

Language(s) - English

Resource type - Journals

ISSN - 1179-7258

DOI - 10.2147/amep.s14383

Subject(s) - clarity , medical education , peer review , deliberation , peer feedback , medline , psychology , teaching method , medicine , mathematics education , biochemistry , chemistry , politics , political science , law

International interest in peer-teaching and peer-assisted learning (PAL) during undergraduate medical programs has grown in recent years, reflected both in literature and in practice. There, remains however, a distinct lack of objective clarity and consensus on the true effectiveness of peer-teaching and its short- and long-term impacts on learning outcomes and clinical practice.

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