Peer learning for procedural training in dermatology: an exploratory study of medical students’ learning experiences

This project aimed to investigate medical students' experiences of peer learning for procedural training in dermatology using a mixed-methods approach. In total, 15 students participated in peer learning groups (4 in a pilot study and a further 11 in the main study) and were taught half the procedures by a teacher in smaller groups and half by their peers. The effect of the peer learning was evaluated by questionnaires and semi-structured group interviews. The students reported a good exchange of knowledge with their peers and that it was more rewarding to do the activity together with a peer. Peer learning was also believed to increase focus on activity, repetition and concentration. The security in the group and the presence of, and support from, the teacher were reported to be important. In conclusion, this exploratory project proves the feasibility of implementing peer learning during procedural training in dermatology for medical students and finds self-reported benefits, including a good exchange of knowledge with peers and increased focus on the activity.