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

IF 1.4 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher Pub Date : 2025-03-18 DOI:10.1111/tct.70069

Gurtek Singh Samra, Kashmir Gaddu, Joseph Ryan Wong Sik Hee, Krupali Brahmbhatt, David Bowrey, Max Seabrook

{"title":"Comparison of Online Peer-Assisted Learning and Faculty-Led Teaching for Short Answer Questions","authors":"Gurtek Singh Samra, Kashmir Gaddu, Joseph Ryan Wong Sik Hee, Krupali Brahmbhatt, David Bowrey, Max Seabrook","doi":"10.1111/tct.70069","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Introduction</h3>\n \n <p>Peer-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.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>Third-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 (<i>n</i> = 41), online PAL teaching (<i>n</i> = 37) and online faculty teaching (<i>n</i> = 35). Peer teaching was delivered by fourth-year students (<i>n</i> = 6) and faculty teaching by Clinical Teaching Fellows (CTFs) (<i>n</i> = 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.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Consent for SAQ exam scores was obtained from <i>n</i> = 19 (no intervention), <i>n</i> = 29 (PAL) and <i>n</i> = 21 (CTF). No significant differences were seen between the groups (<i>p</i> = 0.650). SEEQ completion was <i>n</i> = 24 (PAL) and <i>n</i> = 30 (CTF). CTF tutors received significantly higher ratings in domains of <i>Learning</i> (<i>p</i> = 0.017) and <i>Group Interaction</i> (<i>p</i> = 0.036). Pre- and post-session tests showed no significant differences in scores (<i>p</i> = 0.957) or self-perceived confidence ratings (<i>p</i> = 0.454).</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>This 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.</p>\n </section>\n </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4000,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70069","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Clinical Teacher","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/tct.70069","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"MEDICINE, RESEARCH & EXPERIMENTAL","Score":null,"Total":0}

引用次数: 0

Abstract

Introduction

Peer-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.

Methods

Third-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.

Results

Consent 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).

Conclusion

This 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.

查看原文本刊更多论文

在线同伴辅助学习与教师主导短答题教学的比较

同伴辅助学习（PAL）是医学教育中公认的教学方法；然而，对其在网络环境中的有效性的研究仍然有限。多项选择题一直是评估PAL结果的主要方法，尽管简答题（SAQs）是评估知识的最佳工具。本研究比较线上同侪教学与教师教学在提高医学生高阶思维能力的效果，并评估学生对这些方法的看法。方法选择接受外科实习的三年级医学生为研究对象。三个预先定义的队列被随机分配到以下组：无干预（n = 41），在线PAL教学（n = 37）和在线教师教学（n = 35）。同侪教学由四年级学生（n = 6）和教师教学由临床教学研究员（CTFs）（n = 6）进行。使用块末SAQ格式评估学术成果，使用经过验证的SEEQ问卷评估教学质量。通过课前和课后测试评估知识获得和自我感知的信心，并通过参考组学习者进行验证。结果同意SAQ考试成绩的有n = 19（无干预）、n = 29 （PAL）和n = 21 （CTF）。各组间无显著差异（p = 0.650）。SEEQ完成度n = 24 (PAL), n = 30 （CTF）。CTF导师在学习（p = 0.017）和小组互动（p = 0.036）方面的评分显著较高。治疗前和治疗后的测试显示，在得分（p = 0.957）或自我感知信心评分（p = 0.454）方面没有显著差异。结论本研究表明，在线PAL是教师主导教学的一种可行的替代方法，可以提高学生的SAQ技能和知识获取。然而，教师主导的教学提供了一个优越的教育经验。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Clinical Teacher MEDICINE, RESEARCH & EXPERIMENTAL-

CiteScore

2.90

自引率

5.60%

发文量

113

期刊介绍： The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.