title: Efficient and Effective Use of Peer Teaching for Medical Student Simulation.
abstract: BACKGROUND
  Simulation is increasingly used in medical education, promoting active learning and retention; however, increasing use also requires considerable instructor resources. Simulation may provide a safe environment for students to teach each other, which many will need to do when they enter residency. Along with reinforcing learning and increasing retention, peer teaching could decrease instructor demands. Our objective was to determine the effectiveness of peer-taught simulation compared to physician-led simulation. We hypothesized that peer-taught simulation would lead to equivalent knowledge acquisition when compared to physician-taught sessions and would be viewed positively by participants.
  
  
  METHODS
  This was a quasi-experimental study in an emergency medicine clerkship. Thecontrolgroup was faculty taught. In the peer-taughtinterventiongroup, students were assigned to teach one of the three simulation-based medical emergency cases. Each student was instructed to master their topic and teach it to their peers using the provided objectives and resource materials. The students were assigned to groups of three, with all three cases represented; students took turns leading their case. Three groups ran simultaneously. During the intervention sessions, one physician was present to monitor the accuracy of learning and to answer questions, while three physicians were required for the control groups. Outcomes compared pre-test and post-test knowledge and student reaction between control and intervention groups.
  
  
  RESULTS
  Both methods led to equally improved knowledge; mean score for the post-test was 75% for both groups (p=0.6) and were viewed positively. Students in theinterventiongroup agreed that peer-directed learning was an effective way to learn. However, students in thecontrolgroup scored their simulation experience more favorably.
  
  
  CONCLUSIONS
  In general, students' response to peer teaching was positive, students learned equally well, and found peer-taught sessions to be interactive and beneficial.
authors.affiliation: University of Michigan Medical School, Department of Emergency Medicine, Ann Arbor, Michigan; University of Michigan Medical School, Department of Pediatrics, Ann Arbor, Michigan.
authors.forename: Joseph B
authors.initials: JB
authors.lastname: House
authors.affiliation: Cooper University Hospital, Department of Medicine, Division of Critical Care Medicine, Camden, New Jersey.
authors.forename: Carol H
authors.initials: CH
authors.lastname: Choe
authors.affiliation: University of Michigan Medical School, Department of Emergency Medicine, Ann Arbor, Michigan.
authors.forename: Heather L
authors.initials: HL
authors.lastname: Wourman
authors.affiliation: Memorial Hermann Northeast Hospital, Department of Emergency Medicine, Humble, Texas.
authors.forename: Kristin M
authors.initials: KM
authors.lastname: Berg
authors.affiliation: University of Michigan, Department of Health Management and Policy, Ann Arbor, Michigan.
authors.forename: Jonathan P
authors.initials: JP
authors.lastname: Fischer
authors.affiliation: University of Michigan Medical School, Department of Emergency Medicine, Ann Arbor, Michigan; University of Michigan Medical School, Department of Learning Health Sciences, Ann Arbor, Michigan.
authors.forename: Sally A
authors.initials: SA
authors.lastname: Santen
mesh_terms: D002983:Clinical Competence / Q000592:standards*; D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement / Q000706:statistics & numerical data*; D006801:Humans; D007858:Learning; D010379:Peer Group; D000066908:Simulation Training / Q000379:methods*; D013337:Students, Medical; D014481:United States