Peer Learning in Hystology Education: Insights from Slovak and International Medical Students

To address student passivity and uneven participation in a foundational Histology and Embryology course at the Faculty of Medicine, Comenius University Bratislava, peer learning was introduced in small-group sessions. In these sessions, groups of five students observed histological specimens, identified organ structures, and prepared to present their findings to their peers. This activity was intended to promote shared accountability, communication skills, and ownership of the learning process among students. It was implemented in both the Slovak- and English-language medical programs, which are attended by domestic and international students. This enabled a direct comparison between the two groups, who study the same curriculum in parallel but in separate learning environments. The study employed a quantitative design based on anonymous questionnaires completed by 96 Slovak students and 48 international students. The study compared students’ perceptions and experiences of peer learning. The results showed that international students were more engaged; Slovak students expressed a greater preference for individual work. These findings indicate that cultural and motivational factors influence attitudes toward peer learning. These results suggest that the effective implementation of peer learning in medical education requires culturally responsive strategies that account for differences between domestic and international students, while gradually developing collaborative skills and maintaining space for individual responsibility.