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A Preference for Peers over Faculty: Implementation and Evaluation of Medical Student-Led Physiology Exam Review Tutorials

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Title: A Preference for Peers over Faculty: Implementation and Evaluation of Medical Student-Led Physiology Exam Review Tutorials
Language: English
Authors: Frisch, Emily H., Bhatter, Param, Grimaud, Logan W., Tiourin, Ekaterina, Youm, Julie H., Greenberg, Milton L.
Source: Advances in Physiology Education. Dec 2020 44(4):520-524.
Availability: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Peer Reviewed: Y
Page Count: 5
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Peer Teaching, Medical Students, Physiology, Test Reviews, Instructional Effectiveness, Test Anxiety, Small Group Instruction
Geographic Terms: California (Irvine)
DOI: 10.1152/advan.00084.2020
ISSN: 1043-4046
Abstract: Review sessions before examinations are an effective method to reduce anxiety and improve understanding of exam material in first-year undergraduate medical education (UGME). This study investigates the effectiveness of peer-assisted learning (PAL) for small-group preexam physiology review sessions led by second-year students (MS2) compared with faculty-led, large-group review sessions. In this study, the authors sought to combine both PAL and small-group approaches to complement the existing faculty-led physiology preexam review sessions to improve student mastery of the material, student perceptions of their education, and reduction of exam anxiety. In an ideal comparison, faculty-led, small-group sessions would be compared with PAL small-group sessions. Although faculty-led, small-group sessions are extremely effective, the cost and resources needed for hiring multiple faculty often make it difficult in practice. The authors detail conceptualization, implementation, and evaluation of a small-group format PAL tutorial session, which can be broadly applied throughout the medical curriculum. It is believed this is the first study that combines small-group learning with PAL and compares it to larger faculty-led review sessions in medical physiology education.
Abstractor: ERIC
Entry Date: 2021
Accession Number: EJ1287539
Database: ERIC
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  Data: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
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  Data: Review sessions before examinations are an effective method to reduce anxiety and improve understanding of exam material in first-year undergraduate medical education (UGME). This study investigates the effectiveness of peer-assisted learning (PAL) for small-group preexam physiology review sessions led by second-year students (MS2) compared with faculty-led, large-group review sessions. In this study, the authors sought to combine both PAL and small-group approaches to complement the existing faculty-led physiology preexam review sessions to improve student mastery of the material, student perceptions of their education, and reduction of exam anxiety. In an ideal comparison, faculty-led, small-group sessions would be compared with PAL small-group sessions. Although faculty-led, small-group sessions are extremely effective, the cost and resources needed for hiring multiple faculty often make it difficult in practice. The authors detail conceptualization, implementation, and evaluation of a small-group format PAL tutorial session, which can be broadly applied throughout the medical curriculum. It is believed this is the first study that combines small-group learning with PAL and compares it to larger faculty-led review sessions in medical physiology education.
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      – SubjectFull: Medical Students
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      – SubjectFull: Test Reviews
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      – SubjectFull: Instructional Effectiveness
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