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It has been shown that peer teaching in surgical skills training with novices can even worsen the training outcome [ 30].
For example, it has been shown that peer reviewers for research grants cannot judge scientific merit without considering gender [ 28- 31].
It has been shown that peer instruction is more effective than classwide discussion in promoting conceptual understanding in large classes (Nichol and Boyle, 2003).
In fact, in some studies it has been shown that peer tutors appear to show significantly greater cognitive gains than their peer learner counterparts [ 10, 11].
It has been shown that peer education improves quality of care and reduces cost of antibiotic prescribing in office practices [ 46].
It has been shown that peer teaching in skills labs is not only effective, but can be considered to be on a par with faculty staff-led training [ 6- 8].
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It has already been shown that short peer discussions enhance understanding and consequently improve achievements in concept questions (Smith et al., 2009).
Furthermore, it has been shown that medical students acting as peer tutors report a willingness to undertake further teacher training and to make teaching a major part of their professional practice [ 26].
In some countries, it has been shown that there is a correlation between direct peer review of research groups and research bibliometrics [ 22] but this needs further examination within fields and between different bibliometric measures.
Our aim is to show that peer coaching that provides self-management support in a primary care setting improves clinical outcomes in low-income patients with poorly controlled diabetes.
However, there is still no strong evidence to show that peer interaction was enhanced in this case study (see item 7 of Table 3).
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