Peer Learning Has Double Effects in Clinical Research Education: A Qualitative Study

Figure 3

Effects of peer learning in clinical research education and notes to consider. From the charting of the qualitative analysis in Table 1, we abstracted indirect and direct pathways of peer-learning effects on clinical research education. The indirect pathway was the presentations by “experienced” participants, showing concrete examples about a variety of research designs, match between CQ/RQ and designs, or research processes. The direct pathway was the questions asked by “experienced” participants to beginners, which were specific and concrete based on their recent research experience and helped beginners refine their research plans. Both pathways seemingly reached contents difficult for self-study or beyond one’s specialty. It appeared to be noted that there were gaps in background knowledge among participants and that some beginners were frustrated by the required results. CQ, clinical question; RQ, research question.