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Comparison of Online Peer‐Assisted Learning and Faculty‐Led Teaching for Short Answer Questions

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posted on 2025-05-06, 15:13 authored by Gurtek Singh Samra, Kashmir Gaddu, Joseph Ryan Wong Sik Hee, Krupali Brahmbhatt, David James BowreyDavid James Bowrey, Max Seabrook

IntroductionPeer‐assisted learning (PAL) is a well‐recognised pedagogical approach in medical education; however, research on its effectiveness in online settings remains limited. Multiple‐choice questions have been the predominant method for assessing PAL outcomes, despite Short Answer Questions (SAQs) being the superior tool for evaluating knowledge. This study compares online peer and faculty teaching in enhancing medical students' higher‐order thinking skills and assesses students' perceptions of these methods.MethodsThird‐year medical students undergoing surgical placements were consented and recruited for the study. Three pre‐defined cohorts were randomised to the following arms: no intervention (n = 41), online PAL teaching (n = 37) and online faculty teaching (n = 35). Peer teaching was delivered by fourth‐year students (n = 6) and faculty teaching by Clinical Teaching Fellows (CTFs) (n = 6). Academic outcomes were assessed using end‐of‐block SAQ formatives, and teaching quality was evaluated using the validated SEEQ questionnaire. Knowledge gain and self‐perceived confidence were assessed through pre‐ and post‐session tests, validated with a reference group of learners.ResultsConsent for SAQ exam scores was obtained from n = 19 (no intervention), n = 29 (PAL) and n = 21 (CTF). No significant differences were seen between the groups (p = 0.650). SEEQ completion was n = 24 (PAL) and n = 30 (CTF). CTF tutors received significantly higher ratings in domains of Learning (p = 0.017) and Group Interaction (p = 0.036). Pre‐ and post‐session tests showed no significant differences in scores (p = 0.957) or self‐perceived confidence ratings (p = 0.454).ConclusionThis study shows that online PAL is a viable alternative to faculty‐led teaching for enhancing SAQ skills and knowledge acquisition. However, faculty‐led teaching offers a superior educational experience.

History

Author affiliation

College of Life Sciences Genetics, Genome Biology & Cancer Sciences

Version

  • VoR (Version of Record)

Published in

The Clinical Teacher

Volume

22

Issue

3

Pagination

e70069

Publisher

Wiley

issn

1743-4971

eissn

1743-498X

Copyright date

2025

Available date

2025-05-06

Spatial coverage

England

Language

en

Deposited by

Dr David Bowrey

Deposit date

2025-04-23

Data Access Statement

The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.