Adam D Peets , Sylvain Coderre , Bruce Wright , Deirdre Jenkins , Kelly Burak , Shannon Leskosky and Kevin McLaughlin
Published: 25 August 2009
Peer-assisted learning has many purported benefits including preparing students as educators, improving communication skills and reducing faculty teaching burden. But comparatively little is known about the effects of teaching on learning outcomes of peer educators in medical education.
Preparation time increased from a mean (SD) of 36 (33) minutes baseline to 99 (60) minutes when peer educators (Cohen's d = 1.3; p < d =" 0.33;">
Our results suggest that involvement in teaching small group sessions improves medical students' knowledge acquisition and retention.