A meta-analysis of peer-assisted learning on examination performance in clinical knowledge and skills education.
A meta-analysis of peer-assisted learning on examination performance in clinical knowledge and skills education.
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临床知识技能教育中同伴辅助学习对考试成绩影响的元分析。
DOI：
10.1186/s12909-022-03183-3
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发表时间：
2022-03-05
影响因子：
3.6
通讯作者：
Maconochie M
中科院分区：
文献类型：
--
作者：
Zhang Y;Maconochie M
同伴辅助学习是一种积极学习的方法，在整个高等教育中越来越受欢迎。在医学课程中，同伴辅助学习一直是收集各种类型数据的独立研究的主题。然而，对那些提供客观衡量同伴辅助学习影响的研究进行全面分析，对于医学等知识密集课程的教师和学生都特别有用。在这项研究中，我们着手分析同行辅助学习对医学生的临床知识和技能的学习，通过一些客观的考试进行评估的疗效，从而确定这种方法是否有一个可重复的好处列入医学课程。检索Pubmed、Embase、Science Direct等数据库，查找2020年7月29日前发表的包含同伴辅助学习随机对照试验（RCT）的相关研究。采用RevMan 5.3软件进行Meta分析。对涉及2,003名医学生的13项研究进行了分析，以获得临床知识和技能，其中包括一些客观的学习测量。这项荟萃分析的结果表明，考虑到所有这些研究在一起，同伴辅助学习导致医学生的临床知识和技能的学习比传统的教师主导的被动学习的改善。发现一项研究可能是显著异质性的来源，当从荟萃分析中删除该研究时，合并效应不再具有统计学显著性。同伴辅助学习可以作为一种有效的学习方法应用于医学生教育。通过同伴辅助学习的积极学习应被视为对教师主导方法的补充。两项关于同伴辅助学习的研究显示，与其他研究相比，考试成绩在统计上有显著的好处，这些研究要么显示出微不足道的好处，要么在最坏的情况下对学习没有损害。这突出了需要更多高质量和有针对性的随机对照试验，以确定那些关键参数，导致使用这些方法改善学生的学习。
Peer-assisted learning is a method of active learning that is gaining traction throughout higher education. In the medical curriculum, peer-assisted learning has been the subject of independent studies collecting various types of data. However, an overall analysis of those studies providing objective measurements of the influence of peer-assisted learning could be particularly useful for teachers and students alike in a knowledge-heavy curriculum such as medicine. In this study we set out to analyse the efficacy of peer-assisted learning on medical students’ learning of clinical knowledge and skills that is assessed through some objective examination, and thereby define whether such approaches have a reproducible benefit for inclusion in the medical curriculum. Databases including Pubmed, Embase and Science Direct were searched for relevant studies containing randomized controlled trials (RCTs) of peer-assisted learning published before July 29th ,2020. A meta-analysis was performed by using RevMan 5.3 software. Thirteen studies involving 2,003 medical students were analyzed for clinical knowledge and skills gains that included some objective measurement of learning. The results of this meta-analysis indicated that considering all these studies together, peer-assisted learning leads to improvements in clinical knowledge and skills learning for medical students compared with traditional teacher-led passive learning. One study was found likely to be a source of significant heterogeneity, and when this was removed from the meta-analysis, the pooled effect was no longer statistically significant. Peer-assisted learning can be an effective method of learning applied to medical student education. Active learning through peer-assisted learning should be seen as complementary to teacher-led approaches. Two of the individual studies on peer-assisted learning show a statistically significant benefit on examination performance compared to the other studies considered, that either show negligible benefits or at worst no detriment in learning. This highlights the need for more high-quality and focused randomized control trials to identify those critical parameters that lead to improved student learning using such approaches.
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影响因子：
3.2
作者：
Balta, Nuri;Michinov, Nicolas;Ayaz, Mehmet Fatih
通讯作者：
Ayaz, Mehmet Fatih
影响因子：
4.7
作者：
Kassab, S;Abu-Hijleh, MF;Hamdy, H
通讯作者：
Hamdy, H
影响因子：
5.1
作者：
Heckmann, J. G.;Duetsch, M. A.;Schwab, S.
通讯作者：
Schwab, S.
影响因子：
3.6
作者：
Carr, Sandra E.;Brand, Gabrielle;Foley, Laurie
通讯作者：
Foley, Laurie
影响因子：
3.6
作者：
Bugaj, T. J.;Blohm, M.;Nikendei, C.
通讯作者：
Nikendei, C.