The Benefits of Peer-led Experiential Learning in Military Medical Education: Reflections From Peer Educators

INTRODUCTION: The Advanced Combat Medical Experience (ACME) Teaching Assistant (TA) program at the USU actively prepares students for leadership roles in high-stakes operational environments. By engaging in experiential learning, peer teaching, and simulation-based training, ACME TAs develop essential skills in leadership, adaptability, communication, and professional identity formation. Although researchers have highlighted the educational benefits of peer teaching, they have not fully explored its impact on the military-specific competencies of medical officers. This study addresses that gap by analyzing ACME TAs' reflections to identify key themes in their professional development.

MATERIALS AND METHODS: We employed a qualitative descriptive phenomenological approach to analyze self-reported reflections from 19 ACME TAs after they completed the program. Participants included 8 prior-enlisted individuals with medical training and 11 newly commissioned students without prior military medical experience. Our team conducted a thematic analysis to identify recurring insights related to leadership, communication, adaptability, and identity formation. We resolved coding discrepancies through group consensus and aligned our findings with USU's educational goals for military medical training.

RESULTS: The reflections revealed 4 primary themes: (1) Leadership Development: TAs emphasized guiding peers, maintaining composure under stress, and fostering independence. They recognized leadership as a force multiplier in training future medics. (2) Professional Identity Formation: The experience reinforced their dual role as clinicians and operational leaders, requiring them to integrate medical expertise with mission-oriented decision-making. They identified emotional resilience and self-assurance as key aspects of their identity development. (3) Communication Skills: TAs stressed the necessity of closed-loop communication, adaptive messaging, and effective feedback to ensure clarity and enhance teamwork in high-stakes environments. (4) Adaptability in Resource-Limited Settings: Participants reflected on the ethical challenges of triaging resources in austere environments and emphasized the importance of flexible decision-making based on operational constraints.

CONCLUSIONS: The ACME TA program plays a critical role in shaping the leadership, communication, and adaptability of future military medical officers. Our findings suggest that peer-led experiential learning reinforces professional identity formation and enhances mission readiness. Future research should explore the long-term impact of the TA experience on operational performance and decision-making in deployed settings. Expanding structured peer teaching programs within military medical training may further strengthen leadership development and preparedness for complex operational environments.