RT Conference Proceedings
T1 Peer-to-peer medical student education: design, experience and evaluation of the impact in learning of 2nd year medical students from the University of Malaga
A1 Carrasco-Gómez, Daniel
A1 Chao-Écija, Álvaro
A1 Dawid-Milner, Marc Stefan
K1 Psicología
K1 Enseñanza
AB Escape rooms have been trending in the past years among youngadults, as teamwork, ingenuity and knowledge merge in a both distendedbut competitive environment. Inspired by it, a physiology escape roomwas designed for second year medical students of the Faculty of Medicinein Malaga on a peer-to-peer teaching basis. Indeed, physiologyintern students from higher courses structured a practical escape roomthat covered the topics of the first human physiology course, focusingon cardiovascular and respiratory physiology. As a result, thesestudents replaced regular teachers in this activity, taking control of thedesign, promotion, preparation, execution, evaluation and follow-up ofthe event. The escape room was done in mid-December, when all practicaland theoretical content of the subject had already been delivered.It was divided in four stages, two for each topic, adding a final case,connected to the beginning of the activity. Participants were asked toteam up freely in groups of 4-6 students. This activity was done duringthree years, readapting the structure to evaluate impact on students’learning and exam results. Our statistical analysis showed an increasein final exam grade of students that participated in escape room with amagnitude of 1.03 ± 0.65 points (p < 0.005) compared with those whodid not, as well as an increase in global final grade with a magnitudeof 1.34 ± 0.83 points (p < 0.005). Additionally, the students that participatedshowed a significantly higher performance in the final examregarding cardiovascular (p < 10-4) and respiratory-related questions (p< 0.005). Furthermore, positive feedback was given by participants onhow they found the activity, independently on the impact in grade (asthis was done prior to the exam). We conclude this teaching tool shouldbe furtherly assessed in following years in order to implement a peer-topeerteaching structure that can maximize its utility to medical students.
YR 2022
FD 2022
LK https://hdl.handle.net/10630/25216
UL https://hdl.handle.net/10630/25216
LA eng
NO https://doi.org/10.1007/s13105-022-00923-3
NO Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech.
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 19 ene 2026