Advances in Medical Education and Practice (Oct 2023)
Facilitating Active Collaborative Learning in Medical Education; a Literature Review of Peer Instruction Method
Abstract
Adegbenro Omotuyi John Fakoya,1,* Mariana Ndrio,2,* Kevin J McCarthy1 1Department of Cellular Biology and Anatomy, Louisiana State University Health Sciences Center, Shreveport, LA, USA; 2University of Medicine and Health Sciences, Basseterre, St. Kitts and Nevis*These authors contributed equally to this workCorrespondence: Adegbenro Omotuyi John Fakoya, Department of Cellular Biology and Anatomy, Louisiana State University Health Sciences Center, 1501 Kings Highway, P.O.Box 33932, Shreveport, LA, 71130-3932, USA, Tel +1 318-469-3664, Fax +1 318-675-5889, Email [email protected]: The call for educational reform by the Carnegie Foundation for the Advancement of Teaching marked a pivotal juncture in the trajectory of medical education in the United States. The call underscored the imperative for educational restructuring to equip forthcoming physicians with the requisite skills to engage in lifelong learning. Among the several active teaching methods is the Peer Instruction (PI), a brainchild of Eric Mazur, empowering students to steer their own education and wield knowledge adeptly into real-world scenarios. In this review paper, we delve into the core elements of PI which involves the combination of four dynamic pedagogical approaches which are: Just-in-Time Teaching, ConcepTest, Audience Response System, and Think-Pair-Share technique. PIs effectiveness notwithstanding, it is not exempt from limitations such as its flexible implementation, lengthy time, the level of expertise required for instructional design, among others. While Peer Instruction has become increasingly popular among educators across other disciplines, with proven educational benefits with positive outcomes, PIs footprint in gradate and postgraduate medical education remains inchoate, evidenced by a paucity of scholarly references. This underscores a crucial gap - despite its proven potency in fueling engagement and learning, PI still lacks formal recognition and acknowledgement as a distinct instructional method in medical education. Within these boundaries, the promise of heightened education and amplified engagement beckons further exploration of PI as a medical educational model, warranting more consideration and research.Keywords: peer instruction, medical education, just-in-time teaching, ConcepTest, audience response system, think-pair-share
