Number
451
Name
PEER-ASSISTED LEARNING: DEMOCRATIZING KNOWLEDGE AND RESOURCES
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Bayan Berri, New York Presbyterian
Denisha Miracle McCurchin, University of Rochester
Ellena Andoniou, University Health Network
Nicole N. Woods, University Health Network
Emine Ercikan Abali, Rutgers Robert Wood Johnson Medical School
Presentation Topic(s)
Instructional Methods
Description
PURPOSE
Peer-assisted learning (PAL) is effective in medical school education, but
few studies have explored its mechanisms, and none have examined these
mechanisms through the framework of knowledge building (KB). KB states that
knowledge is created collectively. One of its twelve principles is
democratization of knowledge: every participant is a legitimate contributor
to the group's knowledge, and their diversity and differences help — not hinder
— the group’s progress. Our study applied this principle to identify learning
modalities at the CUNY School of Medicine, a 7-year progressive program
combining undergraduate education (U1-U3) and medical education. We studied
first- and second-year medical students (M1s and M2s) and first- to
third-year undergraduate students (U1s-U3s).
METHODS
Sixty-four students signed up for groups that outlined the supplemental
resources they used, whether they attended lectures, and the material they
wanted covered. Fourteen groups were formed to maximize the number of
resources in each group. M1s and M2s met for two months, while U1s through
U3s met for four months, each independently. Surveys assessed student
perceptions of the PAL program and identified the learning methods used
during these sessions.
RESULTS
Fifteen students completed the surveys. Diversity in learning approaches
complemented studying and encouraged integration. Creating their own clinical
scenarios, working on practice questions, and customizing sessions for peers’
needs contributed to knowledge development. Students felt that the groups
improved their understanding of coursework and provided a safe space to ask
and answer questions. No statistically significant difference was found
between undergraduate and pre-clerkship students in the study.
CONCLUSION
These skills can be intentionally encouraged in future versions of PAL at
medical schools, integrated into the medical school curriculum, and refined
to develop clinicians who are adaptive experts: capable of applying known
skills to new areas by combining knowledge.
Peer-assisted learning (PAL) is effective in medical school education, but
few studies have explored its mechanisms, and none have examined these
mechanisms through the framework of knowledge building (KB). KB states that
knowledge is created collectively. One of its twelve principles is
democratization of knowledge: every participant is a legitimate contributor
to the group's knowledge, and their diversity and differences help — not hinder
— the group’s progress. Our study applied this principle to identify learning
modalities at the CUNY School of Medicine, a 7-year progressive program
combining undergraduate education (U1-U3) and medical education. We studied
first- and second-year medical students (M1s and M2s) and first- to
third-year undergraduate students (U1s-U3s).
METHODS
Sixty-four students signed up for groups that outlined the supplemental
resources they used, whether they attended lectures, and the material they
wanted covered. Fourteen groups were formed to maximize the number of
resources in each group. M1s and M2s met for two months, while U1s through
U3s met for four months, each independently. Surveys assessed student
perceptions of the PAL program and identified the learning methods used
during these sessions.
RESULTS
Fifteen students completed the surveys. Diversity in learning approaches
complemented studying and encouraged integration. Creating their own clinical
scenarios, working on practice questions, and customizing sessions for peers’
needs contributed to knowledge development. Students felt that the groups
improved their understanding of coursework and provided a safe space to ask
and answer questions. No statistically significant difference was found
between undergraduate and pre-clerkship students in the study.
CONCLUSION
These skills can be intentionally encouraged in future versions of PAL at
medical schools, integrated into the medical school curriculum, and refined
to develop clinicians who are adaptive experts: capable of applying known
skills to new areas by combining knowledge.