Abstract
In the middle of the COVID-19 pandemic, students at the University of California, Irvine, reimagined their peer-led, small-group, tutorial sessions into an online format. The virtual sessions improved student-reported understanding of physiological principles and reduced exam anxiety. Peer-led review remains a valuable resource in the era of virtual medical education.
Highlights
The COVID-19 pandemic disrupted many aspects of preclerkship medical education at the University of California Irvine, School of Medicine (UCISOM), including peerled exam review sessions, a form of peer-assisted learning (PAL), for first-year medical students (MS1s)
PAL has broad benefits in undergraduate medical curricula [1], and MS1s prefer peer-led review sessions over faculty-led sessions, reporting improved understanding and reduced exam anxiety when learning from their second-year peers [2]
We evaluated whether the previously demonstrated preference for PAL pre-exam review sessions remained valid in this era of virtual medical education
Summary
The COVID-19 pandemic disrupted many aspects of preclerkship medical education at the University of California Irvine, School of Medicine (UCISOM), including peerled exam review sessions, a form of peer-assisted learning (PAL), for first-year medical students (MS1s). PAL has broad benefits in undergraduate medical curricula [1], and MS1s prefer peer-led review sessions over faculty-led sessions, reporting improved understanding and reduced exam anxiety when learning from their second-year peers [2]. This transition to remote teaching included converting UCISOM’s peer-led physiology exam review sessions to a dynamic online version utilizing the Live-ZoomTM breakout room modality.
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