Peer and Near-Peer Teaching Models in Surgical Education: A Systematic Review

IF 2.2 3区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Journal of Surgical Education Pub Date : 2026-04-01 Epub Date: 2026-02-08 DOI:10.1016/j.jsurg.2026.103886

Brandon S. Chai MD , Alexis E. Mah BHSc , Ali Hossenzadeh BSc, MKin , David T. Tang MEd, MD, FRCSC

{"title":"Peer and Near-Peer Teaching Models in Surgical Education: A Systematic Review","authors":"Brandon S. Chai MD , Alexis E. Mah BHSc , Ali Hossenzadeh BSc, MKin , David T. Tang MEd, MD, FRCSC","doi":"10.1016/j.jsurg.2026.103886","DOIUrl":null,"url":null,"abstract":"<div><h3>Objectives</h3><div>To identify what types of models exist for peer teaching in surgery to acquire surgical skills, to summarize the impact of peer teaching models and to discuss their potential implications on competency-based medical education.</div></div><div><h3>Design</h3><div>In this systematic review, MEDLINE, EMBASE, and Web of Science were searched from inception to May 14, 2025. Randomized controlled trials (RCTs), cohort, cross-sectional, and quasi-experimental designs evaluating peer or near-peer teaching for surgical skill acquisition were included. Risk of bias was assessed using Cochrane RoB 2.0, ROBINS-I, and JBI checklists.</div></div><div><h3>Setting</h3><div>Studies were conducted in undergraduate and postgraduate surgical training programs across academic institutions internationally.</div></div><div><h3>Participants</h3><div>Twenty-one studies (12 RCTs, 1 cross-sectional, 1 prospective cohort, 6 pre-post) were included. Participants included medical students and residents serving as learners or peer-teachers.</div></div><div><h3>Results</h3><div>Peer and near-peer instruction improved learner confidence and technical proficiency, with performance outcomes often similar to those observed in faculty-led instruction for basic surgical skills. Workshop (<em>n</em> = 8), classroom (<em>n</em> = 8), and simulation (<em>n</em> = 4) models most commonly targeted suturing, knot-tying, and laparoscopic skills. Effectiveness was greatest when peer-teacher experience matched skill complexity. Resident-led models effectively taught advanced laparoscopic and robotic techniques, whereas medical student tutors were most effective for foundational tasks. Most studies (81%) demonstrated moderate risk of bias, with only 2 assessing teacher outcomes.</div></div><div><h3>Conclusion</h3><div>Peer and near-peer teaching provide an effective approach for surgical skill development, supporting competency-based medical education. Structured alignment of skill complexity with peer-teacher expertise may achieve competency outcomes comparable to faculty instruction while also enhancing learner confidence, teaching competence, and scalability in surgical education.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 4","pages":"Article 103886"},"PeriodicalIF":2.2000,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Surgical Education","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S193172042600019X","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2026/2/8 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}

引用次数: 0

Abstract

Objectives

To identify what types of models exist for peer teaching in surgery to acquire surgical skills, to summarize the impact of peer teaching models and to discuss their potential implications on competency-based medical education.

Design

In this systematic review, MEDLINE, EMBASE, and Web of Science were searched from inception to May 14, 2025. Randomized controlled trials (RCTs), cohort, cross-sectional, and quasi-experimental designs evaluating peer or near-peer teaching for surgical skill acquisition were included. Risk of bias was assessed using Cochrane RoB 2.0, ROBINS-I, and JBI checklists.

Setting

Studies were conducted in undergraduate and postgraduate surgical training programs across academic institutions internationally.

Participants

Twenty-one studies (12 RCTs, 1 cross-sectional, 1 prospective cohort, 6 pre-post) were included. Participants included medical students and residents serving as learners or peer-teachers.

Results

Peer and near-peer instruction improved learner confidence and technical proficiency, with performance outcomes often similar to those observed in faculty-led instruction for basic surgical skills. Workshop (n = 8), classroom (n = 8), and simulation (n = 4) models most commonly targeted suturing, knot-tying, and laparoscopic skills. Effectiveness was greatest when peer-teacher experience matched skill complexity. Resident-led models effectively taught advanced laparoscopic and robotic techniques, whereas medical student tutors were most effective for foundational tasks. Most studies (81%) demonstrated moderate risk of bias, with only 2 assessing teacher outcomes.

Conclusion

Peer and near-peer teaching provide an effective approach for surgical skill development, supporting competency-based medical education. Structured alignment of skill complexity with peer-teacher expertise may achieve competency outcomes comparable to faculty instruction while also enhancing learner confidence, teaching competence, and scalability in surgical education.

查看原文本刊更多论文

外科教育中的同伴与近同伴教学模式：系统回顾。

目的：确定外科手术技能同伴教学模式的类型，总结同伴教学模式的影响，并讨论其对能力本位医学教育的潜在影响。设计：在这个系统综述中，检索了MEDLINE， EMBASE和Web of Science从创立到2025年5月14日。随机对照试验（rct）、队列、横断面和准实验设计评估同伴或近同伴教学对外科技能习得的影响。使用Cochrane RoB 2.0、ROBINS-I和JBI检查表评估偏倚风险。环境：研究在国际学术机构的本科和研究生外科培训项目中进行。参与者：纳入21项研究（12项随机对照试验，1项横断面研究，1项前瞻性队列研究，6项岗前研究）。参与者包括医学生和住院医生作为学习者或同行教师。结果：同伴和近同伴指导提高了学习者的信心和技术熟练程度，其表现结果通常与教师主导的基本外科技能指导相似。车间（n = 8），教室（n = 8）和模拟（n = 4）模型最常见的目标是缝合，打结和腹腔镜技能。当同伴教师经验与技能复杂性相匹配时，效果是最大的。住院医生领导的模型有效地教授了先进的腹腔镜和机器人技术，而医学生导师在基础任务上最有效。大多数研究（81%）显示出中等偏倚风险，只有2项研究评估了教师的成果。结论：同伴和近同伴教学为外科技能培养提供了有效的途径，支持了能力本位医学教育。技能复杂性与同行教师专业知识的结构化对齐可以达到与教师教学相当的能力结果，同时还可以增强学习者的信心，教学能力和外科教育的可扩展性。

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

Journal of Surgical Education EDUCATION, SCIENTIFIC DISCIPLINES-SURGERY

CiteScore

5.60

自引率

10.30%

发文量

261

审稿时长

48 days

期刊介绍： The Journal of Surgical Education (JSE) is dedicated to advancing the field of surgical education through original research. The journal publishes research articles in all surgical disciplines on topics relative to the education of surgical students, residents, and fellows, as well as practicing surgeons. Our readers look to JSE for timely, innovative research findings from the international surgical education community. As the official journal of the Association of Program Directors in Surgery (APDS), JSE publishes the proceedings of the annual APDS meeting held during Surgery Education Week.