The power of peers: Using peer-assisted learning to develop critical appraisal skills for evidence-based practice

Aim: Critical appraisal is an important skill in health research and evidence-based practice. Utilizing a process similar to conducting a systematic review, a critical appraisal assessment was developed employing peer-assisted learning (PAL) to provide an opportunity for students to develop real-world capabilities, improve critical appraisal skills, and providing professional feedback to others. Methods: An anonymous online-survey modeled on the pedagogy of PAL was completed by postgraduate epidemiology students to explore the experience of engaging in assessments based on PAL. Collection included demographic and enrollment information, methods and duration of peer discussion, assessment performance, and type of submission. Results: Eighty-seven (39%) of 223 enrolled students completed the survey. Most students reported that sharing and discussing their work deepened their learning (78%) and helped to identify limitations in their understanding (77%). Review of their partners work helped improve understanding (77%) and application (70%) of epidemiological concepts. Most felt that contribution and benefit were equal in the partnership (62%), although a quarter believed that their partner benefited more than they did. Conclusions: Students were using the exercise to calibrate and improve their work. Peer-discussion activates PAL, a powerful, innovative, and authentic approach to teaching critical appraisal skills in evidence-based practice. The success of PAL activities is important as students develop the capacity to critically discuss research, which can be transferred to their professional work. This finding suggests that peer-discussion is an important element in developing critical appraisal skills whether it be in higher education, continuing professional development, or systematic review preparation.