Year: 2026
Type: review
Study designs: Systematic Review, Meta-Analysis
Abstract: Peer Instruction (PI) has demonstrated benefits in STEM education, but its effectiveness as a distinct instructional method in health professions education remains uncertain. This systematic review identified 17 eligible studies implementing Mazur’s PI framework in medical and dental education, with 12 contributing to meta-analyses. PI yielded large within-session conceptual gains (Hedges’ g ≥ 1.48; p < 0.001) but showed no performance superiority over alternative instructional approaches ( p = 0.082). 74% of learners reported PI to be helpful ( p < 0.001). Evidence for long-term retention or transfer remains limited. Curricular adoption should be guided by logistical feasibility and learning objective alignment rather than expectations of superior performance over other established active strategies.
Source: Medical Science Educator
Institutions: University of Alabama at Birmingham, UAB Medicine, Rush University
Language: English
Topic: Innovative Teaching Methods
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
Estimated APC paid: $3,290
OpenAlex ID: W7156927532