Abstract
Peer-assisted learning (PAL) improves teaching skills and self-confidence for instructors and creates a supportive learning climate for learners. We developed a PAL hybrid teaching structure for our physical exam course by partnering upper-level peer instructors with faculty co-instructors and evaluated its impact on upper-level student peer instructors and first-year student learners using quantitative and qualitative methods. The PAL component of the hybrid teaching structure was perceived to have important benefits for all and salient limitations for student learners. The hybrid nature of the course provided a unique vantage point for evaluation of PAL and we theorize that faculty co-instructors may balance some of the perceived limitations of PAL.
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