Some students find it difficult to adapt to the change in the role of the teacher from instructor to one of facilitator, learned peer, and advisor.
Students were assigned to either the simulated learning environment (actors as standardised patients) or the peers' learning environment (peers acting as patient for each other) for their lab practice in the first week.
A meta-analysis was undertaken on a form of cooperative learning, peer tutoring.
Application, active learning, peer learning in informal small groups, cooperative student projects and problem solving can be effective in the collaborative space (Abeysekera & Dawson, 2015; Roehl et al., 2013).
Studies indicated that technology-enhanced learning environments could support self-regulatory learning skills by providing opportunities for self-monitoring, mastery learning, peer interactions, and methods for cognitive apprenticeship (Barnard et al., 2009; Cho & Heron, 2015; Kramarski & Michalsky, 2010).
The search strategy comprised combinations of the search terms "medical education", "medical education, undergraduate", "medical education", "peer-assisted learning", "peer-teach*", "peer-tutor", "peer-assessment" and "peer-evaluation".
We suspect that the more gradual trajectories of performance improvement were a reflection of slower socio-organisational change including new learning, peer-to-peer influences and socio-political forces.
Overall, in this study, we explore the ways that different groups of students prefer to engage in one of the most common methods of implementing active learning: peer discussions.
In this study, we explore how social identities (e.g., gender, race/ethnicity, nationality) could influence a student's experience in one of the most common implementations of active learning: peer discussions (Crouch and Mazur, 2001; Borrego et al., 2013).
In each case, an individual acquires a particular skill by watching, and learning, from peers.
