What question did this study set out to answer?

This study aims to explore how peer assessment influences lecture quality and student learning among medical students.

March 28, 2026Open Access

Impact of peer assessment on lecture quality and student learning outcomes in undergraduate medical education: a quasi-experimental study

Puntos clave

This study aims to explore how peer assessment influences lecture quality and student learning among medical students.
Conducted a quasi-experimental design with mixed methods.
Involved 10 faculty members and 120 students.
Intervention group received peer feedback along with regular student evaluations, while control group received only student evaluations.
Lecture quality assessed using a 5-point Likert scale and open-ended discussions.
Student performance evaluated before and after the lectures.
Peer review led to significantly higher lecture quality ratings (p < 0.01).
Students in the intervention group showed greater gains in knowledge assessments post-lecture compared to control group (p < 0.05).
Qualitative feedback highlighted improvements in structure, interaction, and feedback incorporation after peer review.

Resumen

Peer review of teaching has been recognized to enhance teaching effectiveness and faculty development, but its impact on lecture quality and student learning outcomes remains unclear. While many institutions rely on student evaluations, evidence on whether peer assessment improves both teaching and learning is limited. This study was designed to examine the effect of peer assessment on lecture quality and student learning outcomes among undergraduate medical students. This quasi-experimental study with mixed method approach included faculty (n = 10) and students (n = 120). The intervention group received peer feedback along with standard student evaluations and the control group received standard student evaluations only. The lecture quality was assessed through 5-point Likert scale as well as open ended group discussions as to make quantitative and qualitative assessments respectively. Student’s performance was also checked before and after the lecture related to the topic taught. Peer review was associated with higher lecture quality ratings after the intervention, with students reporting significant improvements in organization, clarity, and engagement (p < 0.01). At baseline, peer reviewers rated lectures more critically than students; however, this difference reduced following revision. Students in the intervention group demonstrated greater gains in post-lecture knowledge assessments compared with the control group (p < 0.05). Post-intervention qualitative findings from students and peers highlighted better structure, increased interaction, and visible incorporation of feedback. Conversely, students whose lecturers did not undergo peer review continued to report ineffective teaching and minimal responsiveness to feedback. Structured peer review may contribute to improvements in lecture quality, faculty teaching effectiveness, and student learning outcomes. Integrating peer assessment alongside traditional student evaluations can strengthen faculty development and improve knowledge retention in undergraduate medical education. Further studies are required to confirm sustainability and generalizability across medical schools in different settings.

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