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Background <p>Traditional medical innovation and entrepreneurship (I&amp;E) education faces severe faculty constraints. While Peer-Assisted Learning (PAL) offers a scalable alternative, its impact on complex I&amp;E competencies and the reliability of peer-led instruction remain underexplored. This exploratory study evaluates the association of a structured PAL model with students’ perceived I&amp;E competency and its implementation fidelity.</p> Methods <p>Fifty-four medical students completed a prospective, six-workshop PAL program. Perceived I&amp;E competency was assessed pre- and post-intervention via a validated 53-item questionnaire. Data were analyzed using paired t-tests or Wilcoxon tests (based on normality) with a Bonferroni correction (<i>p &lt;</i> 0.0083). Concurrently, two independent raters evaluated implementation fidelity and instructional consistency using a standardized checklist.</p> Results <p>Perceived overall I&amp;E competency improved significantly (<i>p &lt;</i> 0.0001, <i>d</i> = 0.673). Following Bonferroni correction, Practical Skills exhibited the most pronounced gain (<i>p &lt;</i> 0.0001, <i>d</i> = 0.687), whereas theoretical domains did not retain statistical significance. Analysis of 324 mentor evaluations indicated highly consistent teaching performance (ANOVA, <i>p</i> = 0.522). Crucially, overall implementation fidelity was excellent (mean = 4.56/5, ICC = 0.87), suggesting highly consistent peer-led delivery, despite minor variability in advanced facilitation skills.</p> Conclusion <p>PAL is positively associated with improvements in medical students’ perceived practical I&amp;E competencies. Supported by standardized pedagogical training, peer-led instruction can achieve high implementation fidelity and mitigates instructional variability. This exploratory framework offers a potentially adaptable supplement to traditional faculty-led education.</p>

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Perceived changes in innovation and entrepreneurship competency among medical students following peer-assisted learning: an exploratory study of implementation fidelity

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年8月4日

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  • Peixin Lin,
  • Xizhou Zhang,
  • Xiaoming Li,
  • Siheng Lin,
  • Yuyan Huang,
  • Yujie Wang,
  • Xiuhua Qiu

摘要

Background

Traditional medical innovation and entrepreneurship (I&E) education faces severe faculty constraints. While Peer-Assisted Learning (PAL) offers a scalable alternative, its impact on complex I&E competencies and the reliability of peer-led instruction remain underexplored. This exploratory study evaluates the association of a structured PAL model with students’ perceived I&E competency and its implementation fidelity.

Methods

Fifty-four medical students completed a prospective, six-workshop PAL program. Perceived I&E competency was assessed pre- and post-intervention via a validated 53-item questionnaire. Data were analyzed using paired t-tests or Wilcoxon tests (based on normality) with a Bonferroni correction (p < 0.0083). Concurrently, two independent raters evaluated implementation fidelity and instructional consistency using a standardized checklist.

Results

Perceived overall I&E competency improved significantly (p < 0.0001, d = 0.673). Following Bonferroni correction, Practical Skills exhibited the most pronounced gain (p < 0.0001, d = 0.687), whereas theoretical domains did not retain statistical significance. Analysis of 324 mentor evaluations indicated highly consistent teaching performance (ANOVA, p = 0.522). Crucially, overall implementation fidelity was excellent (mean = 4.56/5, ICC = 0.87), suggesting highly consistent peer-led delivery, despite minor variability in advanced facilitation skills.

Conclusion

PAL is positively associated with improvements in medical students’ perceived practical I&E competencies. Supported by standardized pedagogical training, peer-led instruction can achieve high implementation fidelity and mitigates instructional variability. This exploratory framework offers a potentially adaptable supplement to traditional faculty-led education.