Effectiveness of Error Generation and Correction Peer Learning Versus Standard Peer Group Study on Learning Outcomes Among Third-Year MBBS Students A Randomized Controlled Study

Abstract

Objectives: To compare the effectiveness of the EGC learning method with standard peer group study in
improving learning outcomes among third-year MBBS students.
Background: Undergraduate medical education require students to integrate large volumes of knowledge
with clinical reasoning, particularly during the transition to clinical years. Although peer-assisted learning
improves engagement and academic performance, traditional peer group study may remain passive and
inadequately address misconceptions. Error generation and correction (EGC) is an active learning strategy
that promotes retrieval practice, feedback, and conceptual understanding through guided correction of errors.
Methodology: This randomized controlled educational study was conducted among 73 third-year MBBS
students at University Medical and Dental College (UMDC), Faisalabad. Participants were allocated into a
control group receiving a conventional peer group study (n=29) and an intervention group receiving EGC
based peer learning (n=44). Both groups completed a pre-intervention multiple-choice question (MCQ)
assessment and received identical study material. The intervention group additionally engaged in structured
clinical scenarios requiring learners to first generate answers independently, followed by guided peer
discussion and error correction using the provided material. After equal-duration learning sessions, all
participants completed a post-intervention MCQ assessment. Within-group and between-group differences
were analyzed using paired and independent samples t-tests. Qualitative thematic analysis was conducted on
the feedback of the participants
Results: Both groups demonstrated significant improvement in post-intervention scores. In the control group,
mean scores increased from 73.28 ± 9.87 to 77.12 ± 7.92 (p=0.001), while the EGC group improved from
73.01 ± 9.70 to 80.37 ± 7.32 (p<0.001). The mean score improvement was significantly greater in the EGC
group compared with the control group (7.36 ± 4.63 vs 3.84 ± 5.55; p=0.007). Qualitative feedback indicated
that students perceived the EGC method as more engaging, interactive, and helpful for retention, discussion,
and application of concepts.
Conclusion: The EGC learning method was more effective than standard peer group study in improving
academic performance among third-year MBBS students. Integrating structured active learning approaches
within peer-assisted learning environments may provide a practical, low-cost, and scalable strategy for
enhancing knowledge retention and conceptual understanding in undergraduate medical education,
particularly in resource-limited settings.