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. 2022 Mar 5;22:147. doi: 10.1186/s12909-022-03183-3

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© The Author(s) 2022

Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

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Fig. 6 — Statistical meta-analysis and forest plot illustrating the effect of peer-assisted learning. In the forest plot, the pooled effect (solid diamond) summarizes the meta-analysis revealing a marginal but overall improvement in learning (Favours – experimental) using peer-assisted learning considering all studies together. Individual studies vary in their outcomes, but the majority either exhibit improvement, or little or no detriment to medical student learning. A Analysis of all 13 selected studies. B Analysis of studies omitting the study of Shah (2017)