A Mixed-methods Study on the Role of Recent Graduates as Peer Educators in Iraqi Medical Schools: Insights and Implications

Husam M. H. Al Zuwayny^1, , Naseer K. Jawad¹, Umniah Khajori², Mustafa s.l. zubaidi¹, Amar A. Abdulabbas¹, Jaafar I. Twayej³, Murtadha H. Khudhair³, Hawraa A. Fakhir⁴ and Ali H. Al Zuwayny¹

¹University of Wasit College of Medicine - Department of General Surgery

²Baghdad College of Medicine

³Kufa College of Medicine

⁴Al-Iraqia College of Medicine

Cite this paper:
Husam M. H. Al Zuwayny, Naseer K. Jawad, Umniah Khajori, Mustafa s.l. zubaidi, Amar A. Abdulabbas, Jaafar I. Twayej, Murtadha H. Khudhair, Hawraa A. Fakhir and Ali H. Al Zuwayny. A Mixed-methods Study on the Role of Recent Graduates as Peer Educators in Iraqi Medical Schools: Insights and Implications. American Journal of Educational Research. 2024; 12(5):164-175. doi: 10.12691/education-12-5-1

Abstract

In recent years, Iraqi medical education has seen the emergence of peer teaching as vital method to enhance learning, addressing the challenge of limited teacher-to-student ratios and professional development. This study aimed to evaluate this approach and compare it with global models. Utilizing a mixed-methods design, the research involved feedback from new graduates and key informants. Results indicated significant improvements in students' academic performance and graduates' teaching skills, with positive feedback on the program's interactive nature. Challenges such as resource limitations were identified. Compared to international standards, the Iraqi model showcased unique strengths in employing recent graduates. Despite limitations like a limited number of participating colleges, this study establishes an essential baseline for understanding and developing peer teaching in Iraq's medical education landscape.

Keywords:
Peer teaching Peer-Assisted Learning PAL Peer teaching Program PTP medical Education Small group learning and integrated curriculum

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