Effects of embedding formative assessment into peer-assisted learning on residency training outcomes

Zhang Dawei; Chen Junquan; Xie Lili; Yang Lianjun; Zhang Kuibo

doi:10.3760/cma.j.cn116021-20260409-02300

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Effects of embedding formative assessment into peer-assisted learning on residency training outcomes

更新时间：2026-07-01

- Effects of embedding formative assessment into peer-assisted learning on residency training outcomes
- Chinese Journal of Medical Education Research Pages: 1-7(2026)
- 作者机构：
  
  1.中山大学附属第五医院脊柱外科，珠海 519000
  2.中山大学附属第五医院继续教育处，珠海 519000
- 作者简介：
  
  Zhang Kuibo, Email: zhangkb@mail.sysu.edu.cn
- 基金信息：
- DOI：10.3760/cma.j.cn116021-20260409-02300
  CLC： R4
- Received：09 April 2026，
  
  Online First：15 June 2026，
- 稿件说明：
移动端阅览
Zhang Dawei, Chen Junquan, Xie Lili, et al. Effects of embedding formative assessment into peer-assisted learning on residency training outcomes[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-7.
DOI：

Zhang Dawei, Chen Junquan, Xie Lili, et al. Effects of embedding formative assessment into peer-assisted learning on residency training outcomes[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-7. DOI： 10.3760/cma.j.cn116021-20260409-02300.

摘要

目的

探讨形成性评价嵌入同伴辅助学习（peer-assisted learning，PAL）对住院医师规范化培训中同伴导师教学表现及学员学习效果的影响。

方法

2024至2025学年在中山大学附属第五医院住培基地开展平行对照研究。纳入高年资住院医师同伴导师54名，按随机数字表法分为干预组（

=27）和对照组（

=27）；低年资住院医师学员108名，按导师分组进入两组，每组54名。对照组实施常规PAL教学，干预组在此基础上嵌入迷你临床评估演练（mini-clinical evaluation exercise，Mini-CEX）、直接观察操作技能评估（direct observation of procedural skills，DOPS）、反思性教学日志及反馈机制，干预12周，每名导师完成6次教学，每次60～90 min。比较两组学员知识考核成绩及同伴导师教学表现。学员成绩采用线性混合效应模型分析，导师教学表现采用基于团队学习的同伴评价量表（peer evaluation scale for team-based learning，PES-TBL）、Mini-CEX和DOPS评价。采用

SPSS 26.0统计软件进行数据分析。

结果

两组基线差异均无统计学意义（均

0.05）。组别与时间交互作用有统计学意义（

=11.62，

0.001）。干预后，干预组学员知识考核成绩（6.85±0.68）高于对照组（5.07±0.64），差异有统计学意义（

=15.31，

0.001）。干预组同伴导师PES-TBL（67.54±1.88 vs. 54.06±3.66）、Mini-CEX（7.15±0.73 vs. 5.72±0.71）及DOPS（4.20±0.47 vs. 3.19±0.34）评分均高于对照组（

=17.03、7.26、9.15，均

＜0.001）。

结论

形成性评价嵌入同伴辅助学习过程可提升同伴导师教学表现并改善学员学习效果。

Abstract

Objective

To investigate the effects of embedding formative assessment into peer-assisted learning (PAL) on the teaching performance of peer tutors and the learning outcomes of trainees in standardized residency training.

Methods

A parallel controlled study was conducted at the standardized residency training base of The Fifth Affiliated Hospital of Sun Yat-sen University during the 2024-2025 academic year. A total of 54 senior residents serving as peer tutors were enrolled and randomly assigned to an intervention group and a control group (

=27 in each group) using a random number table. A total of 108 junior resident trainees were assigned to the two groups according to their corresponding tutors (

=54 in each group). The control group received conventional PAL

while the intervention group received PAL embedded with mini-clinical evaluation exercise (Mini-CEX)

direct observation of procedural skills (DOPS)

reflective teaching logs

and a feedback mechanism. The intervention lasted 12 weeks

with each tutor conducting six teaching sessions

each lasting 60-90 min. Knowledge test scores and peer tutor teaching performance were compared between the two groups. A linear mixed-effects model was used to analyze knowledge test scores

and teaching performance was assessed using Peer Evaluation Scale for Team-Based Learning

Mini-CEX

and DOPS

. Data analysis was performed using SPSS 26.0 statistical software.

Results

There were no significant differences in baseline characteristics between the two groups (all

0.05). A significant group-by-time interaction was observed (

=11.62

0.001). After the intervention

the knowledge test score of trainees in the intervention group was significantly higher than that in the control group (6.85±0.68 vs. 5.07±0.64

=15.31

0.001). Peer tutors in the intervention group achieved significantly higher scores in peer evaluation scale for team-based learning (67.54±1.88 vs. 54.06±3.66)

Mini-CEX (7.15±0.73 vs. 5.72±0.71)

and DOPS (4.20±0.47 vs. 3.19±0.34) than those in the control group (

=17.03

7.26

9.15

respectively; all

0.001).

Conclusions

Embedding formative assessment into PAL can improve the teaching performance of peer tutors and enhance the learning outcomes of trainees.

关键词

Keywords

references

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