The influence of near-peer teaching on undergraduate health professional students' self-efficacy beliefs: A systematic integrative review

Background

Near-peer teaching, a type of peer teaching traditionally used in medical education, has gained popularity as a way of enhancing students’ learning in undergraduate health disciplines such as nursing, physiotherapy and paramedicine. Research has established the positive impact of near-peer teaching on health professional students’ cognitive and psychomotor outcomes; however, little is known about its influence on students’ self-efficacy beliefs, which are important predictors of future clinical performance.

Aim

To determine the influence, if any, of near-peer teaching participation on undergraduate health professional students’ self-efficacy beliefs.

Design

Whittemore and Knafl’s integrative review framework was used as a guide to synthesise diverse literature including quantitative, qualitative, and mixed methods peer-reviewed studies and grey literature.

Review methods and data sources

A search was conducted of published literature prior to October 2023 using the MEDLINE, Embase, SCOPUS, ERIC, PsycINFO and CINAHL databases; 1376 non-duplicate studies were identified. Following independent screening by two authors, nine studies were included in the review. Critical appraisal of studies was performed using the Mixed Methods Appraisal Tool. Data were extracted and compared to generate themes related to students’ self-efficacy outcomes.

Results

Seven included studies were quantitative survey-based; five were from medicine. Two studies met all methodological quality criteria. In seven studies, near-peer teaching participation positively influenced junior (i.e., first- and second-year) health professional students’ self-efficacy in three domains – psychomotor skills, interprofessional skills and critical thinking. In four studies, near-peer teaching participation enhanced senior (i.e., final- or penultimate-year) health professional students’ self-efficacy in teaching.

Conclusions

Few high-quality studies with a focus on near-peer teaching’s influence on health professional students’ self-efficacy beliefs were found. Available evidence suggests that near-peer teaching may positively impact health professional students’ self-efficacy beliefs across several domains. More rigorous, multi-perspective investigations are needed from various health disciplines to build upon this evidence.