Effectiveness of Peer-Assisted Learning in health professional education: a scoping review of systematic reviews

BackgroundPeer-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.MethodsNine 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.Results24 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.ConclusionsDespite 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.