title: Both preparing to teach and teaching positively impact learning outcomes for peer teachers.
abstract: BACKGROUND
  We sought to evaluate the independent effects of preparing to teach and teaching on peer teacher learning outcomes.
  
  
  OBJECTIVE
  To evaluate the independent contributions of both preparing to teach and teaching to the learning of peer teachers in medical education.
  
  
  METHODS
  In total, 17 third-year medical students prepared to teach second-year students Advanced Cardiac Life Support algorithms and electrocardiogram (ECG) interpretation. Immediately prior to teaching they were randomly allocated to not teach, to teach algorithms, or to teach ECG. Peer teachers were tested on both topics prior to preparation, immediately after teaching and 60 days later.
  
  
  RESULTS
  Compared to baseline, peer teachers' mean examination scores (±SD) demonstrated the greatest gains for content areas they prepared for and then taught (43.0% (13.9) vs. 66.3% (8.8), p < 0.001, d = 2.1), with gains persisting to 60 days (45.1% (13.9) vs. 61.8% (13.9), p < 0.01, d = 1.3). For content they prepared to teach but did not teach, less dramatic gains were evident (43.6% (8.3) vs. 54.7% (9.4), p < 0.001, d = 1.3), but did persist for 60 days (42.6% (8.1) vs. 53.2% (14.5), p < 0.05, d = 1.3). Increase in test scores attributable to the act of teaching were greater than those for preparation (23.3% (10.9) vs. 8% (9.6), p < 0.001, d = 1.6), but the difference was not significant 60 days later (16.7% (14.4) vs. 10.2% (16.9), p = 0.4).
  
  
  CONCLUSIONS
  Our results suggest preparing to teach and actively teaching may have independent positive effects on peer teacher learning outcomes.
authors.affiliation: Department of Anesthesia, University of Calgary, Room C229, Foothills Medical Centre, 1403 29 ST NW, Calgary AB T2N 2T9, Canada. alexander.gregory@albertahealthservices.ca
authors.forename: Alexander
authors.initials: A
authors.lastname: Gregory
authors.forename: Ian
authors.initials: I
authors.lastname: Walker
authors.forename: Kevin
authors.initials: K
authors.lastname: McLaughlin
authors.forename: Adam D
authors.initials: AD
authors.lastname: Peets
mesh_terms: D022561:Advanced Cardiac Life Support / Q000193:education*; D002982:Clinical Clerkship; D004521:Educational Measurement / Q000379:methods*; D004522:Educational Status; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007858:Learning; D010379:Peer Group; D013223:Statistics as Topic; D013337:Students, Medical / Q000523:psychology*; D013663:Teaching / Q000379:methods*