Efficacy of Peer Teaching in Interprofessional Collaborative Learning: A Mixed-method Exploration

Peer teaching, where learners of similar age or social position guide each other, is increasingly used in medical education to address teaching resource shortages and enhance learning capacity. While it fosters positive learning environments and reduces academic pressure, its efficacy compared to faculty-led approaches in interprofessional education (IPE) remains underexplored. This cross-sectional design with a mixed-methods analysis involved 844 health-related undergraduates from eight disciplines at a university in Hong Kong, randomly assigned to peer tutor (n=108) or faculty tutor groups (n=59). Data were collected via pre-/post-surveys (assessing teaching efficacy, social and cognitive congruence, interdisciplinary perceptions, professional identity, and self-efficacy) and qualitative reflections from peer tutors (n=12). Quantitative analysis showed no significant differences in overall teaching efficacy between groups, but peer tutors demonstrated a notable increase in professional self-efficacy following the IPE intervention (z = -2.030, p = .042). Qualitative findings identified communication, interaction, and support as core features of IPE tutors’ roles. Faculty tutors played a crucial role in knowledge acquisition and cognitive stimulation, whereas peer tutors tended to enhance team collaboration by creating psychological safety and increasing participation. Thematic analysis demonstrated that the teaching efficacy of peer tutors was closely related to cognitive and social congruence. They guided group discussions by clarifying concepts, asking probing questions and identifying common goals; they also enhanced trust among members through ice-breaking games and strategies such as enhancing empathy. The findings suggest that peer teaching is as effective as faculty-led teaching. Peer tutors create an inclusive, supportive, and trusting environment that encourages students to express their opinions, participate in discussions, and explore innovative ideas. Furthermore, the self-development of peer tutors is reinforced through the accumulation of teaching experiences, enhancing their self-efficacy and professional identity, as well as their communication skills and leadership abilities in future professional practice. Therefore, it is recommended to incorporate peer teaching into IPE curricula to enrich the learning experience.