Name
Evaluating the Impact of Peer Instruction on First-Year Osteopathic Medical Students' Learning
Date & Time
Monday, June 8, 2026, 2:27 PM - 2:42 PM
Location Name
Hamilton
Speakers
Authors
Hari P. Nepal, Burrell College of Osteopathic Medicine
Debra Bramblett, Burrell College of Osteopathic Medicine
Marc Benson, Burrell College of Osteopathic Medicine
Presentation Topic(s)
Instructional Methods
Description
PURPOSE: Peer instruction (PI) is an active learning strategy grounded in
social learning theory. Although widely adopted in undergraduate science
education, its impact within osteopathic medical education remains
understudied. This study evaluated the impact of PI on learning outcomes and
student perceptions among first-year osteopathic medical students.
METHODS: A quasi-experimental study was conducted at Burrell College of
Osteopathic Medicine during a single 2-hour session on neuroinfectious
diseases in April 2025. Of 295 invited students, 218 consented and completed
all 3 components of the study: PI (10 higher-order clinical questions), an
exit quiz (5 higher- order clinical questions), and a feedback survey. The PI
component included individual polling, peer discussion, re-polling, student
explanation, and faculty review. Data were analyzed using IBM SPSS v30.0.
Statistical analyses included paired t-tests, McNemar’s test, ANOVA, and Pearson
correlation.
RESULTS: Post-PI scores (mean = 6.57 ±1.75) were significantly higher (p
< 0.001) than pre-PI scores (mean = 4.46 ±1.72), with a large effect size
(Cohen’s d = 1.23). Item-level analysis showed significant improvement (p
< 0.05; range of improvement: 9%-36%) on 9 of 10 questions. Campus
location (New Mexico vs. Florida) showed no significant differences in
learning gains. Exit quiz scores (mean =3.44 ± 1.18) correlated positively
with both pre- and post-PI scores (r = 0.29 and r = 0.28; p < 0.001).
Survey responses indicated favorable perceptions: 69.7% reported improved
understanding, 61% rated the session good or excellent and 54.6% recommended
PI for future courses.
CONCLUSIONS: This study demonstrated that PI led to significantly higher
post-PI scores, with consistent findings across campuses. Exit quiz results
were positively correlated with PI performance, and students expressed
favorable perceptions of the approach. These findings support PI as an
effective active learning strategy in osteopathic medical education. Future
research should explore longitudinal outcomes, controlled comparisons, and
multi-institutional replication.
social learning theory. Although widely adopted in undergraduate science
education, its impact within osteopathic medical education remains
understudied. This study evaluated the impact of PI on learning outcomes and
student perceptions among first-year osteopathic medical students.
METHODS: A quasi-experimental study was conducted at Burrell College of
Osteopathic Medicine during a single 2-hour session on neuroinfectious
diseases in April 2025. Of 295 invited students, 218 consented and completed
all 3 components of the study: PI (10 higher-order clinical questions), an
exit quiz (5 higher- order clinical questions), and a feedback survey. The PI
component included individual polling, peer discussion, re-polling, student
explanation, and faculty review. Data were analyzed using IBM SPSS v30.0.
Statistical analyses included paired t-tests, McNemar’s test, ANOVA, and Pearson
correlation.
RESULTS: Post-PI scores (mean = 6.57 ±1.75) were significantly higher (p
< 0.001) than pre-PI scores (mean = 4.46 ±1.72), with a large effect size
(Cohen’s d = 1.23). Item-level analysis showed significant improvement (p
< 0.05; range of improvement: 9%-36%) on 9 of 10 questions. Campus
location (New Mexico vs. Florida) showed no significant differences in
learning gains. Exit quiz scores (mean =3.44 ± 1.18) correlated positively
with both pre- and post-PI scores (r = 0.29 and r = 0.28; p < 0.001).
Survey responses indicated favorable perceptions: 69.7% reported improved
understanding, 61% rated the session good or excellent and 54.6% recommended
PI for future courses.
CONCLUSIONS: This study demonstrated that PI led to significantly higher
post-PI scores, with consistent findings across campuses. Exit quiz results
were positively correlated with PI performance, and students expressed
favorable perceptions of the approach. These findings support PI as an
effective active learning strategy in osteopathic medical education. Future
research should explore longitudinal outcomes, controlled comparisons, and
multi-institutional replication.