Efficacy of peer teaching in interprofessional group learning: A mixed-method exploration

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Abstract

This mixed-methods study investigated the efficacy of peer teaching (PT) in interprofessional education (IPE) among 844 health professions students at a Hong Kong university. Comparing peer-led and faculty-led groups, no significant differences were found in teaching efficacy, including social and cognitive congruence or subject expertise. Notably, learners’ professional self-efficacy significantly improved after IPE in PT groups. Qualitative data revealed peer tutors fostered psychological safety and inclusivity, whereas faculty tutors provided authoritative guidance and advanced critical thinking. Peer tutors also experienced personal growth in confidence, leadership, and professional identity. Findings support integrating peer-led approaches in IPE curricula to enhance learning outcomes and tutor development. Future research should expand evaluation metrics and participant diversity to optimize peer teaching strategies in interprofessional settings.

Authors

• Helen Qing He, University of Hong Kong

• Jiahao Liang, University of Hong Kong

• Ying Ye, University of Hong Kong

• Fraide A. Ganotice, University of Hong Kong