Skip to main content
. 2023 Jul 11;14:723–739. doi: 10.2147/AMEP.S401766

Table 3.

Schematic Overview of Included Articles

Authors (Article Quality Assessment) Country of Origin Student-Teacher (N) Student-Learner (N) Study Design Teacher Training Intervention Dimensions of Teaching Encounter Reported Learning Outputs and Method
Frequency and Duration Group Size Subject
Agius & Stabile21 (12.5/18) Malta Year 1–2 (12) Year 1–2 (191) Comparative longitudinal study – Quantitative No 6 sessions Not specified Anatomy

  1. Student-teachers scored significantly better in anatomy spotting exam

  2. Student-teachers scored significantly better in upper limb and biomedical sciences written exam
Ahmad et al22 (13/18) USA Year 4 (36) Year 3 (75) Non-inferiority – Mixed method Yes 1 session Not specified Rheumatology

  1. Student-teachers reported deeper understanding, experience in teaching, developing skills as future educators and residents in reflective comments
Ahn et al23 (12/18) USA Year 4 (20) Year 1 (155) and Year 2 (155) Evaluation research – Quantitative Yes 1–5 sessions 1:14; tutor tutees Ultrasound/ Physical examination

  1. Improved teaching effectiveness score and ultrasound skill from first to last session

  2. Student-learners evaluated student-teachers using Likert scale; students who taught more tended to have better evaluation score
Alvarez et al24 (11.5/18) Germany Year 2 (24) Not specified Longitudinal mixed method Yes 18 months, sessions not specified Not specified Anatomy

  1. Improvement in professional behavior, communication skills and gross anatomy skills reported in semi-structured interviews and questionnaire using Likert-scale

  2. Improvement in stress management, self-confidence and self-awareness reported by student-teachers
Blohm et al25 (10.5/18) Germany Year 3–5 (10) Year 1 and 2 (135) Longitudinal mixed method Yes 2 sessions 1:20; tutor:tutees Internal medicine

  1. Good preparation for clerkship and development of leadership skills reported in acceptance ratings, pre- and post- self-assessment ratings and interviews
Bugaj et al26 (n/a) Germany Year 3–5 (10) Not specified Qualitative study Yes Not specified Not specified Physiology & internal medicine

  1. Improvement in social, theoretical and cognitive skill reported in semi-structured interviews
Burgess et al27 (n/a) Australia Year 3 (46) and Year 4 (60) Year 1 (50) and Year 2 (51) Qualitative study No 1 h session per week. 1 year Not specified Multiple subjects

  1. Improved medical knowledge and teaching skills reported in focus group interviews
Cansever et al28 (8/18) Turkey Year 1 (11) Year 1 (330) Survey study – Mixed method Yes Not specified Not specified Biochemistry, medical genetics, histology and embryology, anatomy and microbiology

  1. Improved teaching, self-confidence and benefited their own learning

  2. Student-teachers were assessed by other students on a 5-point scale.
Cho et al29 (8/ 18) Korea Year 2–4 (Not specified) Year 2–4 (Not specified) Mixed method Yes Not specified Not specified Multiple subjects

  1. Increased motivation and self-development reported in survey and focus group interview
Chopra et al30 (7/18) USA Year 4 (14) Not specified Mixed method observational study No Not specified Not specified Ophthalmology

  1. Improved teaching skills and benefited their own learning reported in survey and telephone interview
Clarke et al31 (7/18) Australia Year 3–4 (42) Year 1–2 (66) Mixed method Yes 1 h × 1–13 sessions. 7 months 2:3–4; tutor: tutees Clinical skills, professionalism

  1. Gain in clinical skills, better preparation for exam and future job reported in Likert-scale from 1–5 and open-ended questions
Cusimano et al32 (n/a) Canada Year 3 (20) Year 1 (100) Qualitative descriptive research study Yes 2 h × 3 sessions 1:20; tutor:tutees Ethics, professionalism, behavior

  1. Gain in leadership skills, adjustment in behavior online and professionalism reported in semi- structured focus group interviews
de Menezes et al33 (n/a) Australia Year 5 (30) Year 3 (40) Longitudinal qualitative study Yes 1 h × 6 sessions 1:4–6; tutor:tutees Multiple subjects

  1. Gain in knowledge, preparation before internship and overall confidence reported in questionnaire prior to exam and focus group interview after the exam
Dickman et al34 (10/18) Israel Year 2 (4–6) Year 1 (ca. 70) Mixed method Yes Not specified Not specified Anatomy, ultrasound

  1. Gain in confidence and skill reported in questionaries in quantitative Likert scale ratings from 1–5 and qualitative comments
Engels et al35 (10/18) USA Year 1–5 (481) Year 1–5 (Not specified) Cross sectional study – Quantitative Yes Not specified 1:5–10 Anatomy, Neuro-Physiology

  1. Shape course for younger students, gain more knowledge and support to lower students reported in questionaries
Gottlieb et al36 (10/ 18) USA Year 4 (12) Year 2 (Not specified) Mixed method Yes 2 h × 7 sessions Not specified Respiratory pathophysiology

  1. Social-, cognitive development and increased skills in subject and teaching reported in a multiple-choice survey and reflection essay
Hall et al37 (8/18) UK Not specified (51) Not specified Mixed method Yes Not specified Not specified Anatomy

  1. Communication skills and improved subject matter reported in questionnaire consisting of rating of 0–10 and free text.
Gandhi et al38 (8/18) UK Year 6 (30) Year 5–6 (140) Mixed method Yes Not specified 1:2; tutor:tutee Pediatrics

  1. Better prepared for objective structured clinical examination, better confidence overall and better communication reported in questionnaire using Likert scale from 1–5 and free text.
Iwata et al39 (12.5/18) UK Year 6 (172) Not specified Retrospective cohort study Yes Not specified Not specified Multiple subjects

  1. Better results in final exam and long-station objective structured clinical examination
Khaw et al40 (13/18) Australia Year 6 (45) Year 1–2 (348) Survey study – Mixed method Yes Not specified Not specified Physical examination, history taking

  1. Improved knowledge and better overall confidence reported on Likert scale from 1–5 and free text questionnaire
Kumar et al41 (10.5/18) UK Not specified (10) Not specified (61) Longitudinal study- Quantitative Not specified 80 min × 6 sessions Not specified Orthopedic examination

  1. Better prepared for objective structured clinical examination, less anxious and better confidence reported using pre- and post-session test and feedback form using Likert scale from 1 to 5
Liew et al42 (12/18) Malaysia Year 3–5 (51) Year 1–3 (1053) Longitudinal study- Quantitative Yes 2 h ×4 sessions Not specified Communication and clinical skills

  1. Increased skills, motivation for study and better exam preparation reported in pre- and post- questionnaire using rating from 1 to 6
Lin et al43 (12/18) USA Not specified (6) Not specified (55) Retrospective cohort study – Mixed method Yes Not specified 1:3; tutor:tutee Basic surgery skills

  1. Teaching and surgical skills improved reported using pre- and post-narrative reflection and pre- and post-survey using Likert scale from 1–5
Lufler et al44 (11/18) USA Year 4 (32) Year 1 (402) Longitudinal study- Mixed method Yes Not specified Not specified Anatomy

  1. Better teaching- and anatomy skills reported using pre- and post-test questionnaire using 1–10 scale and open-ended comments
Mohd Shafiaai et al45 (10.5/18) Malaysia Year 2 (40) Year 1 (Not specified) Longitudinal study- Mixed method Yes Not specified Not specified Communication

  1. Communication, leadership, interpersonal skills and personal growth reported using pre- and post-test questionnaire using Likert scale and a focus group interview one year later
Naeger et al46 (11/18) USA Year 4 (17) Year 1 (120) Survey study – Mixed method Yes 1.5 h × 1 session 1:5–6; tutor:tutees Radiology

  1. Improved teaching skill and benefited their own learning reported using questionnaire using Likert scale and open comments
Nelson et al47 (10/18) Australia Year 6 (24) Year 1–2 (358) Longitudinal mixed method No 2 h sessions × 4 times a week 1:4; tutor:tutees Clinical skills

  1. Improved own clinical skill, consolidating previous knowledge and developed teaching skills reported using a survey using a scale form 1–7 and focus group interview two years after the rotation
Nshimiyimana et al48 (n/a) Rwanda Year 5 (Not specified) Year 5 (Not specified) Qualitative study No 3 h × 1 session 1:18–25; tutor:tutees Paediatrics

  1. Enhanced learning of content, overcoming anxiety and developed teaching skill reported in semi-structured interview
Prunuske et al49 (n/a) USA Year 2 (9) Year 1 (31) Qualitative study No 4 weeks 1:4–5; tutor:tutees Multiple subjects

  1. Beneficial to their own skill development, communication and professionalism skill reported in semi-structured or focus group interview within 1 year
Reyes-Hernández et al50 (6/18) Mexico Year 2–5 (120) Year 1 (Not specified) Cross-sectional study – Quantitative Yes Not specified 1:6–5; tutor:tutees Anatomy

  1. Improved teaching skill and benefited their own learning reported in a survey using a scale from 1–10-point Likert scale
Sahoo et al51 (9.5/18) Malaysia Year 4 (6) Year 4 (98) Longitudinal mixed method No 0.5 h × 1 session × 4 week 1:9.5; tutor:tutees Ophthalmology

  1. Better understanding, improved confidence and improved presentation reported using pre- and post-test questionnaire using Likert scale and focus group interview
Siddiqi et al52 (12.5/18) Pakistan Year 1 (10) Year 1 (62) Cross-sectional study – mixed method Yes Not specified 1:7–11; tutor:tutees Pharmacology & physiology

  1. Improved confidence, communication, presentation and teaching skills reported using questionnaire with closed-ended and open-ended questions and Kahoot.
Silbert et al53 (11/18) Australia Year 4–6 (64) Year 3 (321) Longitudinal quantitative study Yes 4 h session × 6 1:12; tutor:tutees Multiple subjects

  1. Increased confidence in teaching and improvement in knowledge reported in surveys completed using Likert scale
Srivastava et al54 (12/18) India Year 1 (20) Year 1 (87) Non-randomized interventional mixed method No 4 sessions 1:10; tutor:tutees Physiology

  1. Consolidating previous learning and improved teaching reported using pre- and post-test score containing closed-ended questions and open-ended questions.

  2. Average post score was more for cases, though not significant
Tamachi et al55 (n/a) UK Year 4 (3) Year 3–5 (5) Qualitative study Not specified Not specified Not specified Multiple subject

  1. Increased learning, professional congruence and camaraderie reported through individual interviews
Walser et al56 (9.5/18) Germany Year 3+ (38) Year 2 (388) Longitudinal mixed method Yes 16 sessions 1:10; tutor:tutees Anatomy

  1. Student-teacher met the requirements of the course and adjusted their activities reported using semi-structured reports; pie-chart for quantitative data and open-ended questions for qualitative data
Yang et al57 (n/a) USA Year 3 (Not specified) Year 3 (Not specified) Longitudinal qualitative study No 26 sessions or more Not specified Clinical clerkship

  1. Personal and professional development reported using semi-structured interviews
Young et al58 (6/18) UK Year 4 (103) Year 3 (245) Cross-sectional study – Mixed method No 3 sessions Not specified Multiple subjects (Objective structured clinical examination)

  1. Motivation to continue with peer-assisted learning and improved teaching reported using questionnaire involving qualitative responses and closed-ended questions in a survey using scale from 1–4
Nomura et al59 (9/18) Japan Year 5 (6) Year 4 (58) Mixed method Yes 1.5 h–3 h × 4 sessions Not specified Medical interview training

  1. Tutor act as role models, create comfortable learning environment, effective feedback and practical advice based on clinical experience, all data reported in focus group interview
Zuo et al60 (8/18) USA Year 2 (52) Year 1 (240) Survey study – Mixed method Yes 30–45 min × 2 session 1:6; tutor:tutees Anatomy

  1. Value of giving back, making means of experience, and continued learning through peer teaching reported in survey and focus group interview
Avonts et al61 (9/18) Belgium Year 3–5 (Not specified) Year 3–5 (78) Retrospective cohort study –Mixed method Yes 3–5 sessions per year 5–8:30–50; tutor: tutees Multiple subjects (Objective structured clinical examination)

  1. Better performing medical students are more likely to volunteer for peer-teaching program

  2. No evidence of additional benefits related to score compared to fellow-students

  3. Improved competencies related to CanMEDS framework
Aydin et al62 (8/18) Turkey Year 1–2 (159) Year 3 (43) Cross-sectional study – Mixed method Yes 2 hour × 10 days Not specified Clinical skills

  1. Open-ended question showed tutors believed peer-assisted learning is beneficial for tutors

  2. The tutors answers to Likert scale was not significant
Diebolt et al63 (8/18) USA Year 3 (106) Year 4 (40) Prospective study – Mixed method Yes 2 days Not specified Surgery clerkship

  1. Tutors reported statistically significant increase in self-efficacy and confidence in teaching skills scores increasing with each session reported on survey including close- and open-ended question
Orsini et al64 (6/18) Italy Year 1–2 and 4 (Not specified) Year 3–6 (348) Retrospective study – Mixed method Yes Not specified 1:6–8; tutor: tutees Anatomy

  1. Tutors develop educational, professional, and personal skills reported on survey including close- and open-ended question
Shah65 (7/18) UK Year 4 (72) Year 5 (13) Longitudinal study – Mixed method No 22 session × 3 months 2:11–49; tutor: tutees OSCE

  1. Tutors thought the program helped them better understand and retain material answered on questionnaire including close-ended and open-ended question