{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,30]],"date-time":"2026-09-30T05:03:03Z","timestamp":1790744583272,"version":"4.1.0"},"reference-count":72,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2016,3,15]],"date-time":"2016-03-15T00:00:00Z","timestamp":1458000000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["asmepublications.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Medical Education"],"published-print":{"date-parts":[[2016,4]]},"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>\n                      Peer\u2010assisted learning (\n                      <jats:styled-content style=\"fixed-case\">PAL<\/jats:styled-content>\n                      ) is increasingly used in medical education, and the benefits of this approach have been reported. Previous reviews have focused on the benefits of peer tutoring of junior students by senior students. Forms of\n                      <jats:styled-content style=\"fixed-case\">PAL<\/jats:styled-content>\n                      such as discussion groups and role\u2010playing have been neglected, as have alternative teacher\u2010learner configurations (e.g. same\u2010level\n                      <jats:styled-content style=\"fixed-case\">PAL<\/jats:styled-content>\n                      ) and the effects on other stakeholders, including clinician educators and patients. This review examines the benefits of same\u2010level\n                      <jats:styled-content style=\"fixed-case\">PAL<\/jats:styled-content>\n                      for students, clinician educators and patients in pre\u2010registration clinical medical education.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      Medline, Psyc\n                      <jats:styled-content style=\"fixed-case\">INFO<\/jats:styled-content>\n                      ,\n                      <jats:styled-content style=\"fixed-case\">CINAHL<\/jats:styled-content>\n                      and\n                      <jats:styled-content style=\"fixed-case\">ERIC<\/jats:styled-content>\n                      were searched in March 2014. A total of 1228 abstracts were retrieved for review; 64 full\u2010text papers were assessed. Data were extracted from empirical studies describing a same\u2010level\n                      <jats:styled-content style=\"fixed-case\">PAL<\/jats:styled-content>\n                      initiative in a clinical setting, focusing on effects beyond academic performance and student satisfaction. Qualitative thematic analysis was employed to identify types of\n                      <jats:styled-content style=\"fixed-case\">PAL<\/jats:styled-content>\n                      and to cluster the reported\n                      <jats:styled-content style=\"fixed-case\">PAL<\/jats:styled-content>\n                      effects.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Forty\u2010three studies were included in the review.\n                      <jats:styled-content style=\"fixed-case\">PAL<\/jats:styled-content>\n                      activities were categorised into role\u2010play, discussion, teaching and assessment. Only 50% of studies reported information beyond self\u2010report and satisfaction with the\n                      <jats:styled-content style=\"fixed-case\">PAL<\/jats:styled-content>\n                      intervention. Benefits for students (including development of communication and professional skills) and clinician educators (developing less\u2010used facilitation skills) were reported. Direct patient outcomes were not identified. Caveats to the use of\n                      <jats:styled-content style=\"fixed-case\">PAL<\/jats:styled-content>\n                      emerged, and guidelines for the use of\n                      <jats:styled-content style=\"fixed-case\">PAL<\/jats:styled-content>\n                      were perceived as useful.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>\n                      Many student\u2010related benefits of\n                      <jats:styled-content style=\"fixed-case\">PAL<\/jats:styled-content>\n                      were identified.\n                      <jats:styled-content style=\"fixed-case\">PAL<\/jats:styled-content>\n                      contributes to the development of crucial skills required for a doctor in the workplace. Vertical integration of learning and teaching skills across the curriculum and tools such as feedback checklists may be required for successful\n                      <jats:styled-content style=\"fixed-case\">PAL<\/jats:styled-content>\n                      in the clinical environment. Benefits for patients and educators were poorly characterised within the included studies. Future work should evaluate the use of\n                      <jats:styled-content style=\"fixed-case\">PAL<\/jats:styled-content>\n                      with regards to student, clinician educator and patient outcomes.\n                    <\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/medu.12898","type":"journal-article","created":{"date-parts":[[2016,3,20]],"date-time":"2016-03-20T10:37:18Z","timestamp":1458470238000},"page":"469-484","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":123,"title":["Same\u2010level peer\u2010assisted learning in medical clinical placements: a narrative systematic review"],"prefix":"10.1111","volume":"50","author":[{"given":"Joanna","family":"Tai","sequence":"first","affiliation":[{"name":"Faculty of Medicine, Nursing and Health Sciences Monash University Victoria Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Elizabeth","family":"Molloy","sequence":"additional","affiliation":[{"name":"Faculty of Medicine, Nursing and Health Sciences Monash University Victoria Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Terry","family":"Haines","sequence":"additional","affiliation":[{"name":"Faculty of Medicine, Nursing and Health Sciences Monash University Victoria Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Benedict","family":"Canny","sequence":"additional","affiliation":[{"name":"Faculty of Medicine, Nursing and Health Sciences Monash University Victoria Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2016,3,15]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.1007\/BF00138870"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.1080\/01421590220134060"},{"key":"e_1_2_11_4_1","doi-asserted-by":"crossref","first-page":"1","DOI":"10.4324\/9781410603678","volume-title":"Peer\u2010Assisted Learning","author":"Topping K","year":"1998"},{"key":"e_1_2_11_5_1","doi-asserted-by":"publisher","DOI":"10.3109\/01421599309029007"},{"key":"e_1_2_11_6_1","doi-asserted-by":"publisher","DOI":"10.1186\/1472-6920-14-115"},{"key":"e_1_2_11_7_1","first-page":"157","article-title":"Medical students\u2010as\u2010teachers: a systematic review of peer\u2010assisted teaching during medical school","volume":"2","author":"Yu T","year":"2011","journal-title":"Adv Med Educ Pract"},{"key":"e_1_2_11_8_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2702.2007.01954.x"},{"key":"e_1_2_11_9_1","doi-asserted-by":"publisher","DOI":"10.5688\/aj700370"},{"key":"e_1_2_11_10_1","doi-asserted-by":"publisher","DOI":"10.3109\/0142159X.2011.610835"},{"key":"e_1_2_11_11_1","doi-asserted-by":"publisher","DOI":"10.1111\/medu.12092"},{"key":"e_1_2_11_12_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2923.2008.03140.x"},{"issue":"1997","key":"e_1_2_11_13_1","first-page":"1","article-title":"Systematic reviews in medical education: a practical approach: AMEE Guide 94","volume":"44","author":"Sharma R","year":"2014","journal-title":"Med Teach"},{"key":"e_1_2_11_14_1","doi-asserted-by":"publisher","DOI":"10.3109\/0142159X.2013.849802"},{"key":"e_1_2_11_15_1","doi-asserted-by":"publisher","DOI":"10.1186\/1748-5908-8-20"},{"key":"e_1_2_11_16_1","doi-asserted-by":"publisher","DOI":"10.3109\/0142159X.2012.680939"},{"key":"e_1_2_11_17_1","doi-asserted-by":"publisher","DOI":"10.3109\/0142159X.2012.681222"},{"key":"e_1_2_11_18_1","doi-asserted-by":"publisher","DOI":"10.1080\/01421590902889897"},{"key":"e_1_2_11_19_1","unstructured":"BarrH FreethD HammickM KoppelI ReevesS.Evaluations of Interprofessional Education.2000."},{"issue":"3","key":"e_1_2_11_20_1","first-page":"172","article-title":"Students as patients and teachers: evaluation of an experiential emergency contraception project","volume":"43","author":"Fornari A","year":"2011","journal-title":"Fam Med"},{"key":"e_1_2_11_21_1","volume-title":"Qualitative Data Analysis Third","author":"Miles MB","year":"2014"},{"key":"e_1_2_11_22_1","unstructured":"Royal College of Physicians and Surgeons of Canada.The CanMEDs Framework[Internet].2014. 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