Feng Hanbo, Luo Ziyi, Wu Zijing, Li Xiaohan
School of Nursing, China Medical University, Shenyang, China.
BMC Med Educ. 2024 Dec 18;24(1):1467. doi: 10.1186/s12909-024-06434-7.
Peer-assisted learning (PAL) has been widely implemented for many years worldwide. To further enhance the understanding of available data, a scoping review of systematic reviews was conducted to synthesize existing evidence on the effectiveness of PAL in health professional education, aiming to provide more comprehensive outcomes.
Nine databases were systematically searched. The review process was guided by the five-stage scoping review framework proposed by Arksey and O'Malley. The JBI Critical Appraisal Checklist for Systematic Reviews and Research Syntheses was used to assess the methodological quality. The results were narratively synthesized and reported following the Context, Input, Process, and Product (CIPP) evaluation model.
24 systematic reviews (including nine meta-analyses) were included. The majority of these reviews were synthesized using narrative analysis. The application of PAL in health professional education was developed. In the context of evaluation, support for the theory, problem-based drivers, and the need to develop teaching and assessment skills for students were the main reasons for the development of PAL. Inputs for PAL predominantly centered on tutor recruitment and tutor training. Common activities within the PAL process encompassed peer teaching, peer tutoring, peer feedback, peer simulation, peer discussion, peer-led debriefing, peer supervision, and curriculum design. Outcomes of PAL were categorized across peer tutees, peer tutors, health professional educators, and challenges of PAL.
Despite certain challenges, the reciprocal benefits of PAL for peer tutees and tutors are evident. It is recommended that relevant institutions should consider incorporating PAL into the curriculum for health professional students. Future research should aim to develop a more rigorous framework to determine the short- and long-term effects, cost-effectiveness, and generalizability of PAL in health professional education.
同伴辅助学习（PAL）在全球范围内已广泛实施多年。为了进一步加深对现有数据的理解，我们对系统评价进行了一项范围综述，以综合关于PAL在卫生专业教育中有效性的现有证据，旨在提供更全面的结果。
系统检索了九个数据库。综述过程以Arksey和O'Malley提出的五阶段范围综述框架为指导。使用JBI系统评价和研究综合批判性评价清单来评估方法学质量。结果按照背景、投入、过程和产出（CIPP）评价模型进行叙述性综合和报告。
纳入了24项系统评价（包括九项荟萃分析）。这些综述大多采用叙述性分析进行综合。阐述了PAL在卫生专业教育中的应用情况。在评价背景下，对该理论的支持、基于问题的驱动因素以及培养学生教学和评估技能的必要性是PAL发展的主要原因。PAL的投入主要集中在导师招募和导师培训上。PAL过程中的常见活动包括同伴教学、同伴辅导、同伴反馈、同伴模拟、同伴讨论、同伴主导的汇报、同伴监督和课程设计。PAL的结果从同伴受辅导者、同伴辅导者、卫生专业教育工作者以及PAL面临的挑战等方面进行了分类。
尽管存在一定挑战，但PAL对同伴受辅导者和辅导者的互惠益处是明显的。建议相关机构应考虑将PAL纳入卫生专业学生的课程中。未来的研究应旨在制定一个更严谨的框架，以确定PAL在卫生专业教育中的短期和长期效果、成本效益以及普遍性。
