Enhancing peer teaching and psychological outcomes in medical education through structured formative assessment: a quasi-experimental study
This study provides preliminary evidence that integrating structured formative assessment into peer-assisted learning enhances tutors' instructional competence, strengthens self-efficacy, and reduces teaching anxiety, while simultaneously improving students' motivation and learning outcomes. Embedding formative assessment within PAL may represent a feasible and scalable strategy to improve teaching quality in medical education.
Authors
- Zhongzhen Su (ORCID: https://orcid.org/0000-0002-7281-7357)
- Hai Lv (ORCID: https://orcid.org/0000-0001-5039-3939)
- Kuibo Zhang
- Dawei Zhang (ORCID: https://orcid.org/0000-0001-5942-8245)
- Qihong Wu (ORCID: https://orcid.org/0009-0002-0501-9491)
- Junquan Chen (ORCID: https://orcid.org/0009-0009-4270-9716)
- Lili Xie (ORCID: https://orcid.org/0009-0006-9690-6350)
- Lianjun Yang
- Binghan Shang
Institutions
- Sun Yat-sen University (CN)
- Shaoguan University (CN)
- Fifth Affiliated Hospital of Sun Yat-sen University (CN)
- Shaoguan Railway Hospital (CN)
Publication Details
- Journal
- Frontiers in Psychology
- Published
- 2025-12-19
- DOI
- https://doi.org/10.3389/fpsyg.2025.1710203
- Primary Topic
- Student Assessment and Feedback
- Type
- article
- Field-Weighted Citation Impact
- 0.00