The Study of Peer-Assisted Learning and Self-Regulated Learning through Clinical- Years Medical Students’ Perspectives

  • Sakarn Charoensakulchai Department of Parasitology, Phramongkutklao College of Medicine
  • Anupong Kantiwong Medical Education Unit, Phramongkutklao College of Medicine
Keywords: Medical students, Peer-assisted learning, Self-regulated learning


Background: Clinical-years learning is a part of undergraduate medical training that shifted from lectured-based learning to outcome-based education focusing on authentic situation. There are several learning methods which clinical-years medical students can use for academic achievement such as peer-assisted learning (PAL) and self-regulated learning (SRL).

Objective: This study aimed to assess effectiveness of PAL and SRL in clinical medical students’ perspectives.

Methods: A total of 142 medical students responded to standardized 5-rating scale questionnaire including 6 aspects of perspectives; knowledge acquired, accuracy of information given, clinical skills acquired, active learning stimulation, comfortable learning environment and time consumption. Exploratory factor analysis (EFA) demonstrating component matrix of perspective on PAL and SRL effectiveness were analyzed.

Results: SRL had higher factor loadings (λ) on perspectives toward knowledge acquired, active learning stimulation and comfortable learning environment than PAL (λSRL = 0.799, 0.781 and 0.809 respectively and λPAL = 0.707, 0.658 and 0.632 respectively); however, PAL yielded greater factor loadings on clinical skills learning and time consumption (λPAL = 0.717 and 0.858 respectively) in comparison with SRL (λSRL = 0.521 and 0.703 respectively). There were almost an equal factor loading when regard to the perspectives toward accuracy of information given (λPAL = 0.784 and λSRL = 0.783).

Conclusion: PAL had high impact on clinical skills learning because peer-learners could interact with peer-teachers. SRL provided much knowledge acquired because researching and summarizing information individually would promote long-term memories and stimulated active learning in many medical students. Both methods should be encouraged simultaneously in order to promote successful learning outcomes.


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How to Cite
Charoensakulchai, S., & Kantiwong, A. (2021). The Study of Peer-Assisted Learning and Self-Regulated Learning through Clinical- Years Medical Students’ Perspectives. reater ekong ub-egion edical ournal, 1(1), 33-39. etrieved from
Medical Education