Rethinking peer‐assisted learning in clinical education: A transformative model or an overlooked challenge?

Peer‐assisted learning boosts clinical reasoning but needs structured support. Here Zheng comments on Ruczynski et al's work, detailing how we must balance psychological safety with peer accountability, shared regulation, and reflective feedback.

Authors

Binbin Zheng (ORCID: https://orcid.org/0000-0001-6160-0104)

Institutions

Uniformed Services University of the Health Sciences (US)

Publication Details

Journal: Medical Education
Published: 2025-04-05
DOI: https://doi.org/10.1111/medu.15703
Primary Topic: Innovations in Medical Education
Type: article
Field-Weighted Citation Impact: 0.00

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article

Rethinking peer‐assisted learning in clinical education: A transformative model or an overlooked challenge?

Binbin Zheng

Apr 5, 2025

1 links

Medical Education

Innovations in Medical Education

article

Rethinking peer‐assisted learning in clinical education: A transformative model or an overlooked challenge?

Binbin Zheng

April 5, 2025article en

Abstract

Medical EducationVol. 59(7)

Uniformed Services University of the Health Sciences (US)

Openalex Percentile: Top 90%

Innovations in Medical Education

DOI Source OpenAlex

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Rethinking peer‐assisted learning in clinical education: A transformative model or an overlooked challenge? — Binbin Zheng · Medical Education (2025) | TGRS Research Map | TGRS