Peer-assisted Learning Sessions Research Articles

Alfaisal University's Academic Success Center: An Individualized Peer-Assisted Learning Program for Mutual Tutor-Student Advancement.

Peer-assisted learning (PAL) is an educational strategy whereby students teach other students. PAL presents many advantages to the institution, tutors, and tutees. It can benefit the university by presenting a cost-effective approach where the efforts and time of faculty are reduced. We describe a retrospective analysis detailing the structure, function, and effectiveness of the Academic Success Center (ASC) at Alfaisal University, Riyadh, Saudi Arabia, since 2020. The ASC encompasses various types of PAL methods. It is the only PAL program in Saudi Arabia whereby its tutors, referred to as student consultants, are compensated financially. We retrospectively analyzed the total number of appointments, the total number of students who accessed the center, as well as the breakdown between different colleges and academic years, and their satisfaction level with the PAL mode of teaching. Our results indicate a high level of appointments for these PAL sessions increasing on a yearly basis and a high level of satisfaction from both the tutors and the tutees. PAL is an effective teaching and mentoring modality with high retention rates that has contributed to an increased sense of well-being among students who have utilized these services.

Teaching of AETCOM modules in Physiology using Peer assisted learning: Feasibility assessment study

Introduction and Background: Attitude Ethics and communication (AETCOM) teaching learning methodology needs to be innovative, informal and realistic. Internalization and actualization is important for having a long term impact on their interactions with patients, relatives as well as professional interactions with colleagues. Peer Assisted Learning (PAL) is an effective teaching and learning tool used extensively for various curricular components in medical education worldwide. Objective: the purpose of study was to find feasibility of use of PAL as teaching and learning modality to administer AETCOM module in Physiology. Method: After approval from IEC, in this study first year MBBS students practiced peer assisted learning for AETCOM module in Physiology by 5 peer tutors and 45 peer tutees. Teachers role was to facilitate the PAL methodology learning and preparing the Peer tutors for smooth conduct of PAL sessions. Study participants were evaluated using pre-validated five point Likert scale, structured short answer questions for PAL and AETCOM based case scenario and feedback questionnaire. Results: 42 MBBS students participated in the study. It was observed that peer tutees perceived PAL as interesting and innovative method for teaching and learning AETCOM module in Physiology. Open ended assessment showed that they had achieved desired score about understanding of the AETCOM module and PAL methodology. The feedback from facilitators also echoed the same with improvement in team learning behaviour and use of PAL technique not only for AETCOM but also for learning other curricular topics. Conclusion: PAL can be used as novel teaching learning tool for AETCOM module in Physiology.

Challenges of peer assisted learning in online clinical skills training of ophthalmology module

BackgroundOnline communication has taken over in the last 2 years due to the frequent lockdowns because of the COVID-19 pandemic. Overburdened physicians in this pandemic are struggling to get enough time to teach clinical skills online to the students. Also, due to student’s safety issues, the students cannot fully attend the clinics. Therefore, in this scenario, online PAL (Peer Assisted Learning) sessions for clinical skill teaching and learning can be an effective alternative for undergraduate medical students. The academic limitations caused by the COVID-19 related lockdown however can have a pleasurable outcome if certain challenges, related to online PAL, are overcome. Therefore, the present study aims to identify the challenges of Peer Assisted Learning (PAL) sessions during online clinical skills training in the Ophthalmology module of undergraduate medical students.MethodsThis qualitative exploratory study, utilizing online focus group discussions to explore the challenges of online PAL in training and learning of clinical skills were carried at the Ophthalmology department of Batterjee Medical College, Jeddah; Saudi Arabia. A purposive convenient sampling technique was used to collect data. Data were transcribed and analyzed using thematic analysis.ResultsThe study identified six themes that were further divided into smaller subthemes. The subthemes derived from the collected data were organized under the following major themes; infrastructure, learning environment, psychological problems, interaction deficit, learning desires, and desire for feedback on performance. The major challenge reported by the medical student during online PAL sessions was infrastructure in terms of network connection, scheduling, and timing of the session. The unprofessional learning environment, psychological problems in terms of behavioral issues and personality changes, interaction deficit with peers, tutor, and patient, learning desires, and desire for feedback on performance were the other important challenges faced by the students.ConclusionThe challenges explored by our study can be used by the medical educators to incorporate online PAL as an effective, efficient, and alternative teaching and learning modality in the curriculum especially in compromised circumstances like the current COVID-19 pandemic.

Outcomes of a National, Cross-Sector Antimicrobial Stewardship Training Initiative for Pharmacists in England.

(1) Background: Pharmacists play a pivotal role in tackling Antimicrobial resistance through antimicrobial stewardship (AMS) and are well placed to lead behaviour change interventions across the healthcare system; (2) Methods: A cross-sector AMS training initiative for pharmacists was implemented across England, with three cohorts between 2019–2021. Each cohort took part in an introductory workshop, followed- by a workplace-based quality improvement project supported by peer-assisted learning sessions. Completion of training was determined by an end of training assessment after three to four months. Outcome data and learner survey results were collated, anonymised, and analysed by the training provider. (3) Results: In total, 118 pharmacists participated in the introductory workshop, 70% of these subsequently undertook an improvement project, and 48% engaged workplace stakeholders in the process. Interventions were designed by 57% of learners and 18% completed a at least one Plan-Do-Study-Act cycle. Approximately a quarter of learners met the requirements for a Certificate of Completion. Knowledge quiz scores were obtained from 115 learners pre-training and 28 learners post-training. Paired t-tests conducted for 28 learners showed a statistically significant improvement in mean score from 67.7% to 81.1% (p < 0.0001). Sixty-two learner survey responses were received during the training and 21 follow-up survey responses 6 to 12 months post training. Of the 21 responses to the follow-up survey, ongoing quality improvement work and improvement outcomes were reported by nine and six learners, respectively. (4) Conclusions: The delivery of workplace-based training at scale can be challenging, however this study demonstrates that coupling learning with workplace implementation and peer support can promote behaviour change in learners. Further study into the impact of providing pharmacists across sectors and geographies with access to this type of training will help inform ongoing workforce development interventions.

COMBINATION OF SGT (SMALL GROUP TEACHING) AND PAL (PEER ASSISTED LEARNING) APPROACH TO FACILITATE LEARNING AMONG MBBS STUDENTS FROM A PRIVATE UNIVERSITY IN MALAYSIA DURING PRE-CLINICAL YEARS

Didactic lecture promotes passive learning and fails to motivate students. Small group learning has been widely recommended as it helps to refine understanding of complex issues, to solve the problems, develop critical thinking and apply knowledge to new situations. PALS – a “peer assisted learning” mode where in students discuss in groups and learn from each other. They get motivated and set a platform, which encourages them to communicate and do problem solving. The present study was aimed to evaluate the effectiveness of small group teaching (SGT) and peer assisted learning (PAL) approach among pre clinical medical students. Small groups of students were selected for this study out of the big batch of students pursuing 2nd year MBBS program at AIMST University who were undergoing “respiratory system” block. At the end of lecture-based sessions, a few topics were selected for SGT- PAL session. Students were asked to complete the pretest questions on the selected topics and they were then explained the topics selected for this session. Students had SGT PAL on those selected topics. Then they completed the post test questions on the same topic. Responses obtained for the pre- test and post-test questions were analyzed using SPSS using paired t test and the perceptions on their own understanding using marginal homogeneity test, both showed a significant improvement. SGT and PAL approach helped students to improve understanding of important concepts and can be adopted more widely as an alternative to lectures.

Peer-assisted Learning (PAL) as an Instructional Tool in Undergraduate Dental Education.

To evaluate the difference in peer-assisted learning (PAL) and expert-assisted learning (EAL) sessions for selected topics of orthodontics, conducted by either a peer or faculty member, respectively as measured by their test scores. Experimental study. Place andDuration of Study: Department of Orthodontics, Altamash Institute of Dental Medicine (AIDM) Karachi, Pakistan, from October 2019 to March 2020. Methodology: The study was carried out with the final year undergraduate dental students in the subject of orthodontics, selected by using non-probability sampling method. Selected students were given an introductory lecture on PAL approach at the start of the study. Two PAL sessions were conducted in smaller groups with all students utilised as an adjunct to traditional large group lectures; and at the end assessment was conducted comprising of multiple choice questions (MCQ). For the consecutive four weeks, same students went through traditional EAL, followed by similar type of assessment. Their test scores were compared for significance, set at p <0.05. A total of six sessions were conducted, two faculty members (professors of orthodontics) conducted two sessions each, and subsequent two sessions were conducted by employing PAL approach by students (earlier trained by the faculty). The mean differences in the scores of students was compared between faculty teaching and PAL-related teaching. It was observed that the EAL group significantly performed better than PAL group (p<0.05). In terms of test scores, academic performance and overall learning in PAL sessions was not higher than EAL group. Nonetheless, PAL can be utilised as an important supplement to synchronous teaching tele-presence by faculty as being practised during current pandemic situation in many medical and dental institutes. Key Words: Peer-assisted learning, Educational strategies, Professional development, Expert-assisted learning, Ethical review committee, Team-based learning.

Peer-Assisted Learning of Procedural Skill in Basti Karma (Medicated Enema)- A Pilot Study

Background- Peer Assisted Learning (PAL) is learning style with informative, interactive, and interesting learning. In clinical setting, PAL has been modestly used for the purpose of training of physical examination and general clinical skills examination, gross anatomy, communication skills training and resuscitation training. PAL is instruction-based model which used for teaching and learning in few medical schools and it has a great importance in today’s scenario. So, one cannot ignore PAL implementation in undergraduate teaching for enhancement of skill. Objectives- To develop competency in Ayurveda graduate to offer standardized Basti treatment as a service to mankind. Materials &amp; methods- 20 potential undergraduate students were participated in the study and peer tutor role assigned to the rapid learner undergraduate students. Testing module (Erandamuladi Basti preparation and administration) was based on cognitive and psychomotor skill. Study was carried forward by introductory didactic lecture on Basti (medicated enema) preparation and its administration, introducing the concept of PAL, training session for peer tutors, PAL session with feedback and in last assessment of the participants through OSPE. Results- Near about95% students were in favor of PAL teaching method. And opined regarding good cooperative aspect, development of personal skills and keen study of subject by PAL method. Conclusion- PAL is one of way to develop competent Ayurveda graduate to provide standardized Basti treatment to mankind. Peer teaching is an easy effective way of equipping students with the procedural skill.&#x0D;

Peer-assisted learning

Introduction: Peer-assisted learning (PAL) is a teaching method that develops new knowledge and skills through active learning support from peers. Objectives: To assess the impact of PAL in medical education, by collecting quantitative data that explore its effectiveness. To evaluate students’ perception of and satisfaction with PAL. Methods: A 5-point Likert scale survey was developed for students participating in the PAL program either as tutors or learners. Data were compared and statistically analyzed according to gender, GPA, and year of study. Moreover, follow up of peer tutors and peer learner’s achievement was done through comparing their grades with those that not shared in PAL and with their GPA of previous year. Results: Statistical analysis of questionnaire data revealed that medical students regarded voluntary peer-teaching similarly to faculty teaching and have a generally positive perception of PAL. Most of the respondents reported that they benefited both professionally and personally from PAL activities. They recommended expanding the role of PAL and officially incorporating PAL sessions into the curriculum. Students’ achievement was significantly increased for those who acted as peer learners and peer tutors. Conclusions: Using PAL in conjunction with other teaching and learning methods provides additional value by fostering cooperation and social interaction among medical students and further prepares them for their future role as medical science educators. Additional research into the impact of PAL on academic achievement, both short- and long-term learning outcomes, in medical programs is warranted.

Perceptions of undergraduate medical students about peer assisted learning.

To assess the perceptions of undergraduate medical students about peer assisted learning (PAL). Study Design: Cross sectional study. Setting: Peshawar Medical College. Period: From March 2016 to August 2016. Materials and Methods: A total of 84 students from second year MBBS were included to record the perceptions about peer assisted learning. A total of six topics of urogenital module were selected for PAL session. A validated questionnaire having 17 close ended questions was used to evaluate PAL on Likert-scale. The participants consented and evaluated the questionnaire, from which data was gathered and analyzed to reveal the degree of satisfaction by the PAL. Results: There were equal number of males and females (40 each). About 65—75% agreed that PAL was more informative than classical lecture system; topic discussed was clearer and found answers to their questions. 60—70% liked to incorporate peer assisted learning in their modules, showed satisfaction to the contents covered, felt easy to communicate with peer tutor and were of the view that peer tutors performed well in their teacher’s role. Among peer tutors, 70—80% agreed that the endeavor improved their confidence in teaching, presentation and communication skills. Over 62% agreed that teaching at undergraduate level was a beneficial experience. Conclusion: The participants’ found the peer assisted learning teaching method as useful. Therefore, this strategy may be introduced in the college.

Peer-assisted learning to support attainment in Pharmacy

Academic mentoring (AM) is embedded in two modules of the Pharmacy course, using a peer-assisted learning (PAL) design. Training and payment are given to student mentors who work with academics and the AM team to create student-centred active learning material. In 2017/18, student attendance at PAL sessions was high, with 87% of the first- and second-year Pharmacy cohorts attending a session. Thirteen mentors supported both modules for a semester each. The impact of PAL in these sessions was measured by quantitative and qualitative analyses, using institutional data on retention, progression, attainment and self-report data. These data showed that students who engaged in PAL were: from traditionally under-represented groups in higher education (HE); specifically-disadvantaged students; from a Black and Minority Ethnic background (BME). PAL-engaging students had higher progression, retention and module pass rates. A survey of fifty mentees found unanimous agreement for the proposal that PAL was valuable and it confirmed that mentors were regarded as enthusiastic, organised and prepared. The formalisation of the AM and PAL process, together with its co-production between mentors and mentees, has increased the professionalism of the scheme and should be supported in the future.

Interprofessional Peer-Assisted Learning as a Model of Instruction in Doctor of Audiology Programs.

This study reports on interprofessional peer-assisted learning (PAL) as a model of instruction in the preparation of doctoral audiology students. Ten Doctor of Audiology (AuD) students provided training in audiologic screening for 53 graduate speech-language pathology students in 9 individual PAL sessions. Pre- and post-surveys assessed the peer teaching experience for AuD students in 5 areas of their confidence in audiologic screening: knowledge, skill, making a referral based on outcomes, teaching, and supervising. Pre- and post-learning outcomes in audiologic screening for the speech-language pathology student trainees determined the effectiveness of training by their AuD student peers. Survey outcomes revealed significant (p < .001) improvement in the overall confidence of AuD student peer instructors. Speech-language pathology students trained by their AuD peers exhibited significant (p = .003) improvements in their knowledge and skill and making outcome-based referrals in audiologic screening, supporting the effectiveness of the PAL paradigm. In addition to meeting required accreditation and professional certification competency standards, the PAL instructional model offers an innovative curricular approach in interprofessional education and in the teaching and supervisory preparation of students in doctoral audiology programs.

Peer Assisted Learning in a Large Class Format

This article was migrated. The article was not marked as recommended. Introduction: Most of the research around peer assisted learning (PAL) has been directed towards the contribution of PAL in small groups for both knowledge and skill gains. Although PAL has been used for didactic sessions like lectures or presentations in tutorials, the dynamics of PAL in these sessions are not well researched. We therefore designed this study to explore the acceptance and perceived usefulness of didactic PAL sessions in a large class format. Method: Peer assisted learning was incorporated in a Urology module for 4th year MBBS students. Students were assigned topics in groups to prepare and present in front of the whole class. The presentations were followed by question answer sessions by students in the presence of the teacher. The teacher summed up the session at the end.The perception of students was assessed using an electronically distributed questionnaire regarding acceptance and usefulness of PAL. The usefulness was also assessed by rating student presentations for content, explanation of concepts, and number of questions asked by the peers. A focus group (FGD) was also conducted to explore student perceptions on engagement in this didactic large class PAL in depth. Results: Seventy-three students participated in the survey (Response Rate = 73.7%). Students were neutral for both acceptability (Mean= 3.08, SD= 0.72) and usefulness (Mean= 3.20, SD= 0.54) of PAL in the given setting. Only 25% of students demonstrated content adequacy in their primary effort for presentation, 10% explained all concepts, 40% explained at least major concepts while 40% just read the slides. Students asked more questions from peer tutors than teachers (Mean= 1.14, SD= 0.80 vs 1.75, SD= 0.89, p &lt; 0.05). Majority of the students agreed that they found the teacher review on their presentation as most useful (84.9%), followed by the group work involved (75.3%).Analysis of the descriptive questions and FGD identified both positive and negative aspects of PAL sessions. Several themes are discussed in each category. Conclusion: Didactic PAL is acceptable and useful in large class format although it loses some of its advantages. Teacher feedback and background collaborative learning remain the most valued aspects of this format.

Peer-assisted learning [PAL] as a teaching-learning tool in radioanatomy for first MBBS students

Abstract Background : Cognitive development, motivation and confidence building among tomorrows practitioners forms basis of today's medical education. Learning through social interaction, discussing, clarifying doubts from peers can facilitate process of understanding and implementing knowledge and skills. Objectives: To introduce Peer-assisted learning [PAL] in radioanatomy and to assess efficacy and utility of Peer-assisted learning [PAL] in radio anatomy. To gather perception of students regarding PAL. Methods: Sensitization regarding PAL to students was given. Pre test Objective structured practical examination [OSPE] followed by PAL sessions where five peer tutors conducted session for rest of the batch describing all five selected radiographs. Post test OSPE was conducted for knowledge gain. Separate questionnaire evaluated peer tutors and peer students responses. Focused group discussion were conducted to collect feedback from students regarding PAL. Results: 72.5% of peer students agreed on appropriate time management by peer tutors, 68% agreed the explanation and elaboration was appropriate, 66% agreed that important facts were emphasized and 86% agreed the session was interesting. Post test results showed maximum knowledge gain was seen in identification of radiographs. Peer tutors felt their confidence level, time management understanding improved. Conclusion: Peer assisted learning session aroused interest in study and was more informative for students. Peer tutors acquired confidence and could explore their teaching skill.

Developing capability through peer-assisted learning activities among 4th-year medical students and community health workers in community settings

Background. The Longitudinal Community Attachment programme for Students (L-CAS) is an activity by means of which each student is exposed to primary healthcare learning and practice in communities. Capability has been described as ‘an integration of knowledge, skills, personal qualities and understanding used appropriately and effectively … but in response to new and changing circumstances’. Within this paradigm, peer-assisted learning (PAL) has been used to support the development of student capability during L-CAS activities. Objective. To evaluate the impact of PAL sessions on student and community health worker (CHW) capability development. Methods. Study participants comprised 4th-year medical students and CHWs. Student data were drawn from the rotation reflective reports (RRRs) and CHW data from semi-structured interviews. Results. The main themes that emerged from the RRRs and interviews were the impact on the personal and professional development of participants; the creation of awareness and understanding of the context of the communities; relationship building; and the impact of peer learning activities on the knowledge, skills and attitudes of participants. Conclusion. In the process of addressing the challenge of preparing capable professionals, PAL was found to be a very effective way of positioning peers in relation to each other as resources. PAL activities enhanced the abilities of students and CHWs to learn from experience and to achieve the goals of critical reflection and experiential learning.

Lecture Based Versus peer Assisted Learning: Quasi-Experimental Study to Compare Knowledge Gain of Forth Year Medical Students in Community Health and Nutrition Course

Background: The present study was designed to compare the knowledge gain of students in lectures and peer assisted learning (PAL) via end of course test scores. The purpose of this comparison was to assess the ability of PAL in enhancing academic achievement and to consider its addition within the traditional medical syllabus. Methods: A randomized control trial (RCT) was conducted at Department of Community Medicine, Lahore Medical and Dental College in 2014. Convenience sampling was used and out of 125 fourth year MBBS students, those who agreed to take part in the study (N = 99),were randomly allocated to PAL (n = 49) and lecture (n = 50) groups. Community Health& Nutrition was the course chosen for the study. Both lecture and the PAL sessions were conducted simultaneously and the duration and content covered in each session were the same for both groups. Knowledge gained was assessed through a pre- and post-test. Chi-square test, independent t test, paired t test and analysis of co variance (ANCOVA) were used for data analysis. Results: The study participants demonstrated a significant difference in the pre-test and post-tests cores in both the study groups (P ≤ 0.001). However, no statistically significant difference was found in the post-test scores between the Lecture and PAL groups, F (1, 95) = 0.584, P = 0.447.Gender and high school qualifications had no bearing on test scores in both learning groups. Conclusion: The present study concludes that in terms of academic achievements, PAL was equally effective to lectures. Therefore, PAL can be incorporated as a supplement to lectures in medical school curricula.

Student at Risk Identification and Remedial Action System for Improving Retention on Computer Science Programmes

Retention has been a serious problem for computing programmes in the Computer Science and Creative Technology Department (CSCT) at the University of the West of England (UWE): for example in 2013-14 the BSc (Hons) Computer Science programme lost 18% of its year-one intake. Addressing this, CSCT developed a three-pronged strategy comprising retention research, the monitoring of module performance and the development of a student-at-risk-identification-and-remedial-action-system (SRIRAS). The last initiative was prioritised in 2015-16. An intern team was recruited to run a system to monitor student attendance and academic performance across seven CSCT programmes, identify those students most at risk and then, with the collaboration of programme leaders and year-tutors, help them. Help included phone calls, email warnings, and face-to-face meetings. The latter led to problem identification, advice on non-academic problems, encouragement to attend more lectures, tutorials and peer assisted learning (PAL) sessions, encouragement to engage with module staff, setting up special PAL sessions, and advice to attend catch-up programming sessions. Results indicated that many of those most at risk are struggling with non-academic concerns such as starting the programme late due to a visa problem, or not being able to attend due to a grant not arriving. Results also indicate that some students seem to be being “saved” while others do not. But overall, they indicate that the introduction of the retention system was mixed.

Recognising and developing students as teachers: Introduction of a novel Undergraduate Certificate in Veterinary Medical Education

A key responsibility of healthcare professionals is the education of clients/patients, colleagues and students undertaking placements. Peer-assisted learning (PAL) has been incorporated in our veterinary medicine programme for a number of years. The aim of this project was to develop a mechanism to formally recognise the important role that students play in the School’s teaching and learning processes and foster students as partners in education through the development of a novel Undergraduate Certificate in Veterinary Medical Education (UCVME). Students and veterinarians were surveyed in order to inform the design of the programme. The programme is modular and aligned with the UK Professional Standards Framework (UKPSF). Students enrol in their third year, undertaking core and elective components, with completion over the final three years of the degree. The UCVME has been positively received, with 30 of 160 third year students enrolling in the programme’s first year. Activities receiving credit and designed in partnership between staff and students have included: PAL sessions, widening participation school educational workshops and client education events. This initiative has created numerous student-driven educational opportunities. It is hoped that this programme will facilitate the educational training of students and enhance employability and career satisfaction.

Peer-assisted teaching: An interventional study

Peer-assisted learning (PAL) as an educational philosophy benefits both the peer-teacher and peer-learner. The changing role of paramedicine towards autonomous and professional practice demands future paramedics to be effective educators. Yet PAL is not formally integrated in undergraduate paramedic programs. We aimed to examine the effects of an educational intervention on students' PAL experiences as peer-teachers. Two one-hour workshops were provided prior to PAL teaching sessions including small group activities, individual reflections, role-plays and material notes. Peer-teachers completed the Teaching Style Survey, which uses a five-point Likert scale to measure participants' perceptions and confidence before and after PAL involvement. Thirty-eight students were involved in an average of 3.7 PAL sessions. The cohort was predominated by males (68.4%) aged ≤ 25 (73.7%). Following PAL, students reported feeling more confident in facilitating tutorial groups (p = 0.02). After the PAL project peer-teachers were also more likely to set high standards for their learners (p = 0.009). This PAL project yielded important information for the continual development of paramedic education. Although PAL increases students' confidence, the full role of PAL in education remains unexplored. The role of the university in this must also be clearly clarified.

Assessment of the acceptance and effectiveness of peer-assisted learning in pediatrics.

Background:Peer-assisted learning (PAL) is the development of knowledge and skill through active help and support of equals. However, this has not been tested in medical education in India.Objectives:To assess the effectiveness of PAL on improvement in cognitive assessment scores and its acceptance among undergraduate medical students in one public teaching medical university in North India.Methodology:After approval from the Institutional Ethics Committee, three PAL sessions, 1 per week, each on specific topic, were conducted using small group discussion methodology with a faculty contact and student leader and 4–6 peer-learners, in 9th semester MBBS students. A pretest with multiple choice questions (MCQs) was followed by distribution of learning objectives and list of resource material. PAL session was conducted after 72 h, followed by posttest by MCQs and then focus group discussion (FGD) on students’ experiences.Results:Of the 26 students enrolled, three PAL sessions was completed by 22 (84.6%) students. The correlation coefficient between pre- and post-test scores was 0.48 (P < 0.0001), with a 24.2% improvement in posttest scores. In the nine FGDs most said that PALs helped in the better preparation of the topic, clarifying doubts, lessened examination anxiety, improved communication skills, and increased self-confidence.Conclusion:PAL was well accepted, and it improved assessment scores. Therefore, it can be adopted for teaching selected topics across all subjects of MBBS course.

Peer-Assisted Learning Activities During Undergraduate Ophthalmology Training: How the Medical Students of Asia Pacific Region Perceive.

The aims of this study were to identify the attitude of peer tutors (PTs) toward peer-assisted learning (PAL) and to explore the perceived benefits of PAL by PTs and peer learners (PLs). A qualitative and quantitative research study. This study involved fourth-year medical undergraduates during their clinical posting in ophthalmology. One PAL session was conducted in each of the 4-week clinical postings. Peer tutors were selected during the first week and were briefed on PAL. Premultiple and postmultiple choice questions were distributed to PLs before and after each PAL session. One focus group discussion was conducted with PLs to explore their perception. Peer tutors were requested to give feedback in the form of structured Likert scale statements with 2 open-ended questions. A total of 104 students, 6 PTs and 98 PLs, participated in this study. Both tutor and learner groups expressed positive attitudes toward PAL. Peer learners preferred having PAL in a clinical setting. There were some issues related with PAL that emerged from both groups. Success in PAL depends on the teaching ability of PTs. Students have positive perceptions toward PAL. Most of the students believed PAL was beneficial to them.