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Purpose: Peer-assisted learning (PAL) in formative objective structured clinical examination (OSCE) is an approach used to evaluate the students' clinical competence. This study aims to determine the PAL effectiveness in the formative OSCE in improving clinical competencies and the students' perception and satisfaction of PAL. Design/methodology/approach: Sixty-seven Year 2 medical students experienced PAL in a formative OSCE setting. A self-administered questionnaire was distributed to evaluate their perception and satisfaction on PAL. The effectiveness of the sessions was determined by comparing their OSCE scores between the pre- and post-intervention. Findings: Forty-three students completed the intervention and had the experience to assess their peers as well as being assessed during formative OSCE. However, only 26 students managed to attend both pre- and post-intervention OSCE. It was found that there was a significant improvement of OSCE score after the PAL sessions. Over 97% of these students perceived positively and were satisfied with the sessions and thought that formative OSCE gave an opportunity to improve their learning and develop self-confidence in clinical skills. Originality/value: The findings suggested that PAL in the formative OSCE is a good opportunity to help in students' learning and improve their clinical competencies apart from learning with experts.

Peer-assisted learning (PAL) has numerous benefits in medical curricula. In the extended curriculum programme (ECP) at a university in South Africa, remedial interventions, such as same year/level PAL, were implemented to improve academic success. This article focuses on the measures to ensure the quality of PAL as an intervention for the academic under-preparedness of ECP students. After the midterm assessment results had been verified, the academically strongest ECP students were appointed as tutors (n=10) for the remainder of the student cohort (n=31). Structured, informal PAL activities were implemented as an academic intervention between consecutive assessments. Analysis of the pre- and post-intervention results showed a statistically significant difference for the whole study population as an increase of 6.1% was recorded in post-intervention results. Nine of the ten PAL groups showed an increase in the combined group results, the highest increase being 15.1%. Although the tutor group did not show a statistically significant difference between pre- and post-intervention results, 80% of the tutors experienced a positive effect on their academic progress by scoring higher post-intervention results. The results showed that same year/level PAL interventions can assist under-prepared ECP students to be academically successful with advantages for the tutors and tutees.

Objective: To compare the effectiveness of peer assisted learning versus conventional learning among the undergraduate students of a medical college in term of knowledge, skill and attitude. Study Design: Descriptive study. Setting: Department of Physiology Shaheed Mohtarma Benazir Bhutto Medical College Lyari. Period: 23 September to 04 November 2024. Methods: Non probability sampling technique was used to divide the group of 100 students from First year MBBS into two equal groups. One group 'A' of fifty students selected for Peer learning and the other group 'B' of fifty students selected for conventional learning through faculty teaching. Topic of ECG was selected, which included, knowledge about ECG and performance of electrocardiography on the subject. Formative assessments of both the sub groups were taken through BCQs, SEQs and OSPEs. Results: There was no significant difference (P= 0.05) in knowledge score, whereas significant difference was found in test scores of skill and attitude of PAL versus CT (P = 0.01). Conclusion: Based on the findings of the current study, it can be concluded that both PAL and CT groups were found to be equally effective in improving knowledge, but PAL can be included in a curriculum to improve the skills and attitude of First year MBBS students regarding ECG. [ABSTRACT FROM AUTHOR]

In contrast to peer-assisted learning (PAL) in clinical training, there is scant literature on the efficacy of PAL during basic medical sciences teaching for preclinical students. A group of senior medical students aimed to design and deliver clinically oriented small-group tutorials after every module in the preclinical curriculum at a United Kingdom medical school. Twenty tutorials were delivered by senior students throughout the year to first- and second-year students. A baseline questionnaire was delivered to inform the development of the program followed by an end-point questionnaire the next year (n = 122). Quizzes were administered before and after five separate tutorials to assess changes in mean student scores. Additionally, each tutorial was evaluated via a questionnaire for participants (n = 949). All five posttutorial quizzes showed a significant improvement in mean student score (P <0.05). Questionnaires showed students found the program to be relevant and useful for revision purposes and appreciated how tutorials contextualized basic science to clinical medicine. Students appreciated the interactive nature of the sessions and found receiving personalized feedback about their learning and consolidating information with someone familiar with the material to be useful. With the inclusion of the program, students felt there were now an adequate number of tutorials during the year. In conclusion, this study shows that senior medical students can design and deliver a program that adds value to the mostly lecture-based formal preclinical curriculum. We hope that our study can prompt further work to explore the effect of PAL on the teaching of basic sciences during preclinical studies.

This study explored the contribution of peer-assisted learning (PAL) in the development of evaluative judgement capacity; the ability to understand work quality and apply those standards to appraising performance. The study employed a mixed methods approach, collecting self-reported survey data, observations of, and reflective interviews with, the medical students observed. Participants were in their first year of clinical placements. Data were thematically analysed. Students indicated that PAL contributed to both the comprehension of notions of quality, and the practice of making comparisons between a given performance and the standards. Emergent themes included peer story-telling, direct observation of performance, and peer-based feedback, all of which helped students to define "work quality". By participating in PAL, students were required to make comparisons, therefore using the standards of practice and gaining a deeper understanding of them. The data revealed tensions in that peers were seen as less threatening than supervisors with the advantage of increasing learners' appetites for thoughtful "intellectual risk taking". Despite this reported advantage of peer engagement, learners still expressed a preference for feedback from senior teachers as more trusted sources of clinical knowledge. While this study suggests that PAL already contributes to the development of evaluative judgement, further steps could be taken to formalise PAL in clinical placements to improve learners' capacity to make accurate judgements on the performance of self and others. Further experimental studies are necessary to confirm the best methods of using PAL to develop evaluative judgement. This may include both students and educators as instigators of PAL in the workplace.

Introduction: Peer-assisted learning (PAL) is the development of new knowledge and skills through active learning support from peers. Benefits of PAL include introduction of teaching skills for students, creation of a safe learning environment, and efficient use of faculty time. We present a novel approach to PAL in an emergency medicine (EM) clerkship curriculum using an inexpensive, tablet-based app for students to cooperatively present and perform low-fidelity, case-based simulations that promotes accountability for student learning, fosters teaching skills, and economizes faculty presence. Methods: We developed five clinical cases in the style of EM oral boards. Fourth-year medical students were each assigned a unique case one week in advance. Students also received an instructional document and a video example detailing how to lead a case. During the 90-minute session, students were placed in small groups of 3-5 students and rotated between facilitating their assigned cases and participating as a team for the cases presented by their fellow students. Cases were supplemented with a half-mannequin that can be intubated, airway supplies, and a tablet-based app (SimMon, $22.99) to remotely display and update vital signs. One faculty member rotated among groups to provide additional assistance and clarification. Three EM faculty members iteratively developed a survey, based on the literature and pilot tested it with fourth-year medical students, to evaluate the course. Results: 135 medical students completed the course and course evaluation survey. Learner satisfaction was high with an overall score of 4.6 on a 5-point Likert scale. In written comments, students reported that small groups with minimal faculty involvement provided a safe learning environment and a unique opportunity to lead a group of peers. They felt that PAL was more effective than traditional simulations for learning. Faculty reported that students remained engaged and required minimal oversight.  Conclusion: Unlike other simulations, our combination of brief, student-assisted cases using low-fidelity simulation provides a cost-, resource- and time-effective way to implement a medical student clerkship educational experience.

Objective: Peer-assisted learning (PAL) is teaching by the learners to the learners, a teaching strategy globally integrated into curricula. One particular variant is same-year reciprocal PAL, in which peer tutors and tutees are from the same academic year and alternate teaching roles. However, few studies have examined this specific form of PAL, and both student and faculty perspectives on its efficacy remain largely unexplored. To address this gap, we conducted a qualitative study among fourthyear medical students during their Family Medicine clerkship. Methods: Employing content thematic analysis, we gathered data through in-depth interviews and focus group discussions involving both faculty members and students. Students received training to lead small group discussions, and their perceptions were subsequently collected. Coding of the transcripts was carried out by three researchers independently, with themes agreed upon mutually. COREQ guidelines were followed throughout the planning, implementation, and analysis of this study. Results: The finalized themes included "Enhancement of Teaching Skills," "Conducive Educational Environment," "Operational Issues," and "Recommendations for the Future". Conclusion: Our findings suggest that PAL promotes collaboration among students and enhances knowledge, confidence, time management, teamwork and reflecting skills besides many other. It serves as a valuable supplement to traditional teaching methods, although it cannot replace them entirely. Thorough planning prior to implementation is essential for achieving beneficial long-term outcomes for both students and faculty. [ABSTRACT FROM AUTHOR]

Peer assisted learning (PAL) is a common feature of medical education. Understanding of PAL has been based on processes and outcomes in controlled settings, such as clinical skills labs. PAL in the clinical setting, a complex learning environment, requires fresh evaluation. Socio-cultural theory is proposed as a means to understand educational interventions in ways that are practical and meaningful. We describe the evaluation of a PAL intervention, introduced to support students' transition into full time clinical attachments, using activity theory and activity systems analysis (ASA). Our research question was "How does PAL transfer to the clinical environment?" Junior students on their first clinical attachments undertook a weekly same-level, reciprocal PAL activity. Qualitative data was collected after each session, and focus groups (n = 3) were held on completion. Data was analysed using ASA. ASA revealed two competing activity systems on clinical attachment; Learning from Experts, which students saw as the primary function of the attachment and Learning with Peers, the PAL intervention. The latter took time from the first and was in tension with it. Tensions arose from student beliefs about how learning takes place in clinical settings, and the importance of social relationships, leading to variable engagement with PAL. Differing perspectives within the group were opportunities for expansive learning. PAL in the clinical environment presents challenges specific to that context. Using ASA helped to describe student activity on clinical attachment and to highlight tensions and contradictions relating PAL in that setting. Planning learning opportunities on clinical placements, must take account of how students learn in workplaces, and the complexity of the multiple competing activity systems related to learning and social activities.

The study of medicine poses an immense burden on the medical students to become competent in all the core competencies. Medical students understand the learning requirements of their peers and thus senior students or peers can significantly help to achieve learning outcomes. Peer-assisted learning has been implemented in both undergraduate and postgraduate courses in clinical as well as classroom settings. It is quite beneficial as it makes the learning process interactive, more focused, and conducted in a relaxed atmosphere. It also reinforces points that require more attention.

Purpose: Peer‐assisted learning (PAL) can occur informally as part of a medical programme and complements the formal curriculum. However, little is known about the mechanisms and processes of how informal peer‐assisted learning (IPAL) is enacted. Materials and Methods: This paper presents data from an ethnographic and semi‐structured interview study with Year 1 and 2 undergraduate medical students at a UK university. Results: Peers were observed assisting each other informally: a process that developed as part of the integrated, group‐based approach to undergraduate medical education at a UK university. IPAL took place both within and outside of formal teaching sessions and included explanation/clarification of particular points, sharing resources, guiding pronunciation and demonstrating skills. Students placed a high value on IPAL and believed that it was beneficial. When IPAL broke down, this led to negative emotions that presented obstacles to learning, such as resentment. Conclusions: IPAL is an important part of academic support for medical students, and this work shows both its scope, extending from formal to informal teaching, and how it is enacted. This understanding can help educators situate IPAL within student education. [ABSTRACT FROM AUTHOR]

Areas of difficulty faced by our veterinary medicine students, with respect to their learning in dissection classes, were identified. These challenges were both general adult-learning related and specific to the discipline of anatomy. Our aim was to design, implement, and evaluate a modified reciprocal peer-assisted/team-based learning format-Doing Dissections Differently (DDD)--to complement existing dissection classes, with the intention of enhancing both student learning and the student learning experience. Second year veterinary medicine students ("n" = 193), in their usual dissection groups, were randomly assigned to one of four roles: anatomist, clinician, radiologist, and learning resources manager. Students attended a preparatory workshop outlining the skills required for effective execution of their role. They were then asked to perform their roles throughout five consecutive musculoskeletal dissection classes. Student attitudes to dissection classes before and after DDD were evaluated by questionnaire (146 respondents). There was a significant ("P" = 0.0001) improvement after DDD in a number of areas: increased perceived value of dissection classes as an anatomy learning aid; improved appreciation of the clinical relevance of anatomy; increased use of resources before and during dissection classes; and longer preparation time for dissection classes. Before DDD, 45% of students felt that at least one peer did not contribute usefully to the group during dissection classes; no improvement was seen in this measure after DDD. Although the new format highlighted a potential need to improve teamwork, most students actively engaged with DDD, with dissection classes valued more highly and utilized more effectively. (Contains 3 figures and 1 table.)

Background: The impact of opioid use disorder (OUD) in the United States continues to rise, yet this topic has limited coverage in most medical school curricula. The study partnered with academic and community harm reductionists to design a peer‐assisted learning case of opioid withdrawal to teach fourth‐year medical students about trauma‐informed OUD care and harm reduction services during their emergency medicine clerkship. Methods: Academic and community harm reductionists iteratively codesigned this case in partnership with the research team. Community‐engaged pedagogy informed this process to promote social action and power sharing through education. This case was integrated into the existing weekly peer‐assisted learning curriculum (i.e., medical students teaching medical students through a structured case) for all fourth‐year medical students during their required emergency medicine clinical rotation. Participants completed a postcase evaluation survey. Results: Sixty‐four medical students completed the survey between June and November 2022. A total of 98.5% of participants found the educational session quite or extremely relevant to their medical education, and 87.5% believed the case to be quite or extremely effective in achieving the learning objectives. A total of 45.3% initially felt quite or extremely competent in talking with patients about their drug use, whereas 53.2% felt quite or extremely more competent after participating in the case. Finally, 21.9% initially felt quite or extremely competent in proposing a treatment plan for a patient who uses drugs, whereas 62.5% felt quite or extremely more competent after participating in the case. Conclusions: This study supports the feasibility and importance of incorporating the voices of people with lived and living experience into medical school curricular development. This peer‐assisted learning case focused on the treatment of OUD in the emergency department was seamlessly integrated into the existing curriculum and well received by medical students. By engaging local experts, it could easily be adapted and expanded to other sites. [ABSTRACT FROM AUTHOR]

Peer learning is gaining momentum as an educational model suitable for university students. This study investigates the characteristics of the participation in peer-assisted learning groups (PALG) for students in Harbin-China, and compares them to their medical counterparts. The mode of peer-assisted learning interactions considered cuts across face-to-face and the use of four mediums of communication. The comparison was also extended to factors such as quality, conflict, cohesion, peer-influence, and leadership that is known to affect the learning interactions within such groups.Sixty percent (60%) of the peer-assisted learning interactions among the students take place via social media. The frequency of these learning interactions among peers is found to have a positive correlation with all the factors except for conflict (−0.040 p

Abstract Objective The objectives of this study were to; (a) evaluate the current practices of peer assisted learning among second year and final year medical students of Faculty of Medicine, University of Colombo, Sri Lanka; (b) identify reasons for engaging in peer assisted learning; (c) identify perceived weaknesses in current learning activities; and (d) determine student characteristics associated with engaging in peer assisted learning. Results This cross sectional study interviewed two hundred and eighty-four eligible students. Average number of hours spent on peer assisted learning during a week was significantly greater among second year students compared to final year students (15.1 vs. 7.1 h, p

Background The teaching of students by peers, so-called peer-assisted learning, is effective based on cognitive and social congruence among students and student tutors. This study aims to investigate cognitive and social congruence by analysing the perspectives of students, student tutors and lecturers in order to receive a better understanding of these concepts and to improve the teaching in tutorials as well as the relationship among students and student tutors. Methods Cognitive and social congruence were assessed by conducting semi-structured interviews. An interview guide about teaching and relationship in tutorials was based on previous findings of Schmidt & Moust (1995) and Lockspeiser et al. (2008). The interviews were analysed inductively by using qualitative content analysis. Results Twenty-nine participants were interviewed. The following categories were found for cognitive congruence: knowledge base, high expertise by student tutors, same language and effective knowledge transfer. Social congruence was represented by relaxed learning atmosphere, sharing social roles, empathic and supportive behaviour of student tutors, sharing experiences, understanding difficulties and enjoying tutorial. Conclusion Cognitive and social congruence may be displayed on the practical behavioural level. Trust in student tutor could be found in both concepts on different levels. The qualitative results provide a deeper insight by indicating that the student tutors may play a ‘mediator’ role for the relationship between students and lectures.

Abstract Objectives Peer-assisted learning (PAL) is a supportive strategy in medical education. In Peru, this method has been implemented by few universities. However, there are no consistent studies evaluating their acceptability by medical students. The objective of this study was to evaluate the perception of medical students about PAL in five Peruvian universities. Results A total of 79 medical students were included in the study. The mean age was 20.1 ± 1.9 years, 54% were female, and 87% were in the first 4 years of study. Most of the students were satisfied with classes and peer teachers. Similarly, most of the students agreed with the interest in developing teaching skills. It was also observed that 97% of students approved to implement PAL in medical education programs.

Mohammad Amre Fallaha, Aalia Pagarkar, Nicholas LucasFaculty of Medicine, Imperial College London, London, UKWe read the paper by Kazzazi et al1 with great interest. The original paper was informative, and as penultimate year medical students at Imperial College, we want to share our unique perspective regarding student learning and the benefits of peer-assisted learning (PAL). We find that many subjects, including embryology as outlined in the paper,1 are complex and typically taught through lecture-based formats. While this may be understandable to readers of respective specialties, students may find certain concepts abstract and not easily grasped through lectures alone.View the original paper by Kazzazi and Bartlett.

Background: This study aimed to assess the impact of early clinical exposure and near-peer assisted learning combination on recognition of clinical aspects of basic sciences for preclinical medical students. Method: In this translational (efficiency type) study, 59 Iranian medical students were selected to participate in clinical courses. An intern was in charge of mentoring to elaborate clinical aspects of basic sciences. During the clinical course, students faced several cases related to presented materials in order to perceive the role of previously learned topics in basic sciences courses. Finally, the students filled a validated and reliable questionnaire, which was designed to assess the level of satisfaction and effect of the program on students' attitude toward clinical usage of basic science courses. Results: Participants in their feedback gave an overall rating of the satisfaction of program as high to very high. A majority (89%, n=42) of students stated that participating in this workshop results in increased motivation for studying and 97% (n=46) declared that these types of programs must be considered in the medical education curriculum. Conclusion: This study showed that a near-peer mentor can effectively accomplish the objectives of this project because of precedent dealing with similar issues. Designing a teaching strategy to fill the gap between the parts of the curriculum was the most prominent achievement of this study. [ABSTRACT FROM AUTHOR]

Introduction: Peer-assisted learning (PAL) is a student-centered active learning process which provides a flexible approach for students to prepare and organize their learning prospectus and gives opportunity for collaboration among peers. Aims: The purpose of this study was to assess the effectiveness and impact of online PAL session in enhancing the knowledge of breast cancer and breast self-examination (BSE) among medical students. Settings and Design: This was a cross-sectional, quasi-experimental study done using mixed-method design. Subjects and Methods: Online PAL session was conducted for premedical and preclinical students by the peer tutors for 93 medical students in March 2020. Knowledge of breast cancer and BSE was compared with the pretest and posttest scores. Feedback survey from tutees, tutors, and faculties was taken to evaluate conduct and satisfaction of the workshop for improvements in future. Statistical Analysis Used: Data were analyzed using SPSS 22. Descriptive data were presented as frequency and percentage. Continuous data were presented as mean and standard deviation. Paired sample t-test was applied for statistical significance of pretest and posttest data. Results: Significant improvements were observed in the posttest scores of knowledge on breast cancer and BSE. The mean satisfaction score was high among the tutees, tutors, and faculties, indicating that PAL session had significant impact on students. Conclusions: PAL sessions can be a dynamic tool to create a safe and successful learning environment for students to learn on sensitive health issues such as breast cancer and BSE. [ABSTRACT FROM AUTHOR]

Peer-assisted learning and group facilitation have been proven to foster active participation in small-group learning, and these effective teaching modalities have been shown to enhance learning outcomes. This study introduced a student peer facilitator role in an anatomy small-group curriculum for pre-clerkship medical students and explored its impact on academic performance and retention. Students were required to rotate through this facilitator role and lead their small group during their designated sessions. Data collection methods included pre-course and post-course surveys, individual quiz grades, and retention quizzes sent 1 month after each quiz. Overall, the data revealed a significant increase in the overall combined quiz averages across the curriculum for facilitators compared to participants despite having no notable increase in preparation time (p = 0.004). While facilitators scored significantly higher on the course quizzes, the slight increase in their average retention quiz scores was not significant. This study was unable to identify any significant benefits to retention for either facilitators or participants. In all, this study suggests that a peer facilitation paradigm can be an effective educational modality for medical students, and future studies should explore ways to improve knowledge retention through this role.

Standard medical curricula in the United Kingdom (UK) typically provide basic surgical-skills teaching before medical students are introduced into the clinical environment. However, these sessions are often led by clinical teaching fellows and/or consultants. Depending on the roles undertaken (e.g., session organizers, peer tutors), a peer-assisted learning (PAL) approach may afford many benefits to teaching surgical skills. At the University of Keele's School of Medicine, informal PAL is used by the Surgical Society to teach basic surgical skills to pre-clinical students. As medical students who assumed different roles within this peer-assisted model, we present our experiences and discuss the possible implications of incorporating such sessions into UK medical curricula. Our anecdotal evidence suggests that a combination of PAL sessions – used as an adjunct to faculty-led sessions – may provide optimal learning opportunities in delivering a basic surgical skills session for pre-clinical students.

Medical interpreters are crucial to ensure fair and high-quality healthcare for patients with limited English proficiency (LEP). Despite the need to use high-quality medical interpreters to communicate with LEP patients, medical schools often do not adequately educate their students on how to work with interpreters. This study seeks to investigate the efficacy of using peer-assisted learning to teach medical students how to properly use medical interpreters. Moreover, the study strives to elucidate if an interactive peer-led model can be an effective teaching modality to train medical students about the basics of using medical interpreters. A pre- and post-training design was utilized to investigate the efficacy of peer-assisted learning in teaching medical students how to use interpreters. Second year medical students led a two-part workshop consisting of the following: (1) a didactic training session and (2) a practical session where learners interacted with Spanish-speaking standardized patients through an interpreter. Pre-training and post-training responses to survey questions were analyzed to determine changes in student comfort, confidence, and knowledge of best practices when using a medical interpreter. There was a statistically significant increase in comfort and confidence with using interpreters after receiving peer-assisted training. A peer-led didactic training followed by an interactive training session can increase student comfort and confidence with using medical interpreters in clinical settings. Peer-assisted-learning may be an effective way to teach some of the best practices of using medical interpreters.

Objectives: To assess the impact of peer-assisted learning (PAL) on students' proficiency in patient interviewing skills and to explore medical students' perception on peer tutors in educational setting. Methods: A cross-sectional observational study was performed in the College of Medicine, Hawler Medical University, Erbil, Iraq, between September 2021 and November 2021. The participants included second year medical students who were attending the Integrated Basic Sciences (IBS) module. The peer tutors were chosen from a group of sixth year medical students who had completed an intensive 18-hour communication skills course. The summative video assessment marks of study participants and their perceptions on the process were compared between the faculty-led group and the peer-assisted learning (PAL) group. Results: Peer-assisted learning group (n = 83) had significantly higher mean (SD) scores compared to those in the faculty-led group (n = 92), [74.6 (8.1) vs 70.4 (7.1), P < 0.001]. Encouraging feedback was received from students regarding the PAL sessions with the most positive feedback regarding the ease in asking questions. Conclusion: Peer-assisted learning improved students' performance in patient interviewing skills and fostered positive perceptions of the learning experience. [ABSTRACT FROM AUTHOR]

Abstract Background Academic Burnout (ABO) is prevalent among medical students and is characterized by mental and physical exhaustion, cynicism, and a sense of inadequacy. Informal Peer-Assisted Learning (IPAL) is recognized as an effective strategy to enhance student wellness and mitigate ABO by fostering collaborative learning and support without direct faculty oversight. This study evaluates the effectiveness of IPAL in reducing ABO, focusing on the mediation of the observed variables and its impact on student well-being. Methods This study extends previous research using Structural Equation Modeling (SEM) to include mediation analysis of the observed variables within the latent constructs of Cynicism (CY) and Inadequacy (IN) that are thought to influence the relationship between IPAL and ABO. Data were sourced from a validated Student Burnout Inventory (SBI-8) across a sample of medical students with varied IPAL engagement levels. Our approach used General Linear Model (GLM) mediation models to explore both direct and indirect effects of IPAL on ABO. Results The indirect effect of IPAL on ABO is mediated through specific observed variables, including CY2 “loss of interest in academic work” (β = -0.092, CI, -0.174/-0.011, p = 0.027), IN1 “feeling of inadequacy” (β = -0.062, CI, -0.12/-0.005, p = 0.035), and IN2 “reduced academic expectations” (β = -0.042, CI, -0.079/-0.007, p = 0.025). The total effect of IPAL on ABO was significant (β = 0.170 CI, -0.326/-0.010, p = 0.034), the total indirect effect was significant (β = -0.197, CI, -0.338/-0.055, p = 0.006). Conclusions IPAL effectively addresses critical aspects of burnout, specifically through reducing feelings of cynicism and inadequacy among medical students. These results provide a valuable framework in designing targeted interventions to reduce ABO.

Background: Clinical procedural skills are vital components of medical education. Increased student intake and limited capacity of medical schools necessitate more efficient ways to deliver clinical skill teaching. This study employed a flipped classroom, peer-assisted learning approach to deliver clinical skill teaching. It aimed to determine the influence of pre-class demonstration video watching and in-class student-student interactions on clinical skill acquisition. Methods: In 2017, a cohort of 205 medical students in their penultimate year of undergraduate medical study were recruited, and they learned bag mask ventilation and intravenous cannulation during this study. The participants watched a demonstration video before class, and then underwent self-directed practice as triads. Afterwards, each participant video-recorded their skill performance and completed post-class questionnaires. The videos were evaluated by two blinded assessors. Results: A hundred and thirty-one participants (63.9%) completed the questionnaire. For bag mask ventilation, participants who claimed to have watched the corresponding demonstration video before class achieved higher performance scores (those who watched before class: 7.8 ± 1.0; those who did not: 6.3 ± 1.7; p < 0.01). For intravenous cannulation, while there is no significant difference in performance scores (those who watched before class: 14.3 ± 1.3; those who did not: 14.1 ± 1.4; p = 0.295), those who watched the video before class received less interventions from their peers during triad practice (those who watched before class: 2.9 ± 1.8; those who did not: 4.3 ± 2.9; p < 0.05). The questionnaire results showed that most participants preferred the new approach of clinical skill teaching and perceived it to be useful for skill acquisition. Conclusion: The flipped classroom, same-level peer-assisted learning model is potentially an effective way to address the current challenges and improve the efficiency of clinical procedural skill teaching in medical schools. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Abstract Introduction/Background Peer-led teaching sessions (PLTS) supplement conventional medical education, allowing students to share knowledge effectively. PLTS have shown significant academic benefits for student instructors. However, the impact on attendees, especially concerning NBME-style examinations, remains underexplored. Methods This study analyzed de-identified data from 67 first-year medical students at Kirk Kerkorian School of Medicine, divided into PLTS attendees (study group) and non-attendees (control group) based on session participation. Data were collected before two NBME examinations, with attendees defined as those attending at least five Peer-led teaching sessions. Academic performance was measured using NBME Customized Assessment Services (CAS) exam scores. Statistical analyses, including p-tests, chi-square, and t-tests, assessed differences in performance and potential biases based on MCAT scores, first-generation status, and socioeconomic background. Results The study group initially had 26 students, and the control group had 31 students. Post-first examination, the study group adjusted to 22 students, and the control group to 35 students. MCAT scores and demographics showed no significant differences between groups. The first examination revealed a significant higher score in PLTS attendees’ scores (4.28% increase, p = 0.036), indicating a positive impact of PLTS on basic science knowledge. The second examination on organ systems physiology showed no significant difference (p = 0.722). Discussion PLTS effectively enhance foundational science understanding but may be less impactful for advanced topics. The diminishing effect may result from increased use of diverse study resources and adaptation to medical school. Future research should explore long-term benefits, optimal implementation strategies, and the impact of instructor quality and engagement. Therefore, the overall conclusion is that PLTS positively influence NBME-style exam performance in early medical education, but benefits decrease over time.

Summary: Background: Undergraduate medical students frequently report inadequate basic surgical skills such as suturing and knot tying. In recent years, peer assisted learning (PAL) has proven to be an effective method of teaching basic surgical skills. The consistency of the teaching and the quality of the content may be questionable in these workshops. This study aimed to develop a consultant led peer assisted learning model (CL‐PAL) to facilitate the quality‐controlled delivery of basic suturing skills in undergraduate medical education. Methods: A video on basic suturing techniques was developed with the assistance of an experienced plastic and reconstructive surgeon. Sixty students were recruited and allocated to four workshops across 2 days. Each student was provided with a pre and post workshop form to self‐assess their confidence levels with different suturing techniques and theories of suturing. Three PAL facilitators rotated through student stations to address any concerns and to improve the learning experience. Results: From the post‐workshop assessment, students expressed increased confidence in handling surgical instruments, suturing and understanding sharp safety. Following this workshop, 90% of the students reported that they were more likely to attend self‐directed learning sessions to maintain their acquired skills. Workshop providers also had an opportunity to develop teaching skills such as communication and the demonstration of suturing skills. Conclusion: CL‐PAL uses technology aided resources created by an experienced surgeon to facilitate the delivery of high quality basic surgical teaching. This model is not only applicable to basic skills training but can also be developed for applications in other specialties. In recent years, peer‐assisted learning (PAL) has proven to be an effective method of teaching basic surgical skills [ABSTRACT FROM AUTHOR]

Purpose: The utility of peer-assisted learning (PAL) in anatomy education has been recognized. In this study, PAL was incorporated into osteology teaching for the first-year medical students and compared to traditional didactic methods (TDM). Methods: This was a cross-over intervention study. The class of 60 students was divided into two equal groups. The first group underwent PAL for five upper limb osteology sessions and TDM for all lower limb osteology classes. The second group underwent TDM for five upper limb osteology classes and PAL for lower limb osteology classes. A pre-session test (PrST) and post-session test (PoST) were conducted for each session using multiple choice type questions. Perceptions of students about PAL were collected using a questionnaire. Between and within group differences were estimated using the independent sample T test and paired T test, respectively. The responses in the questionnaire were summarized and open-ended responses categorized into broad themes. Results: Greater group differences were noted in the PrST as compared to the PoST mean scores, with the PAL group showing higher mean scores for both upper and lower limb sessions. Significantly higher PoST scores compared to PrST scores for all the sessions were observed regardless of the method used. Significantly higher scores in the PrST or PoST scores were noted in the PAL group for five sessions. Most aspects of PAL were appreciated by the students. Conclusions: This study provides evidence that PAL is at least as effective as TDM in learning osteology among the first-year medical students. [ABSTRACT FROM AUTHOR]

Introduction: Peer Assisted Learning (PAL) is an innovative teaching learning tool where people from similar social groupings, who are not professional teachers, help each other to learn. Medical council of India recommends improving quality of training of Indian Medical Graduates (IMG) by expanding the role of doctors/IMGs from clinician to communicator, leadership and member of the health care team. Aim: To introduce peer assisted learning as new teaching and learning method in first year medical students and to compare the impact of this method on learners with traditional method of learning by Objective Structured Practical Examination (OSPE). Materials and Methods: In this observational study, first year MBBS students were randomly divided into two groups - the regular module and PAL module. In regular module, the students were taught by the faculty. In PAL module, the students were taught by a previously trained final MBBS students. In PAL module, senior medical students were trained on the clinicalpractical topic to be taught. After training, the senior medical students taught their juniors. In the regular module, the junior students were taught the same clinical practical topic by the faculty. At the end of the session, the students were assessed by OSPE. Paired t-test was used for assessing effectiveness of educational methods. The p-value <0.05 was considered statistically significant. Results: Students' post-test marks in PAL group were higher than the regular module group (12±2.9 vs 9.8±3.5, p<0.01). Majority (70%) of the students agreed that PAL is a better method of learning and develops teaching attitude. Most of the students strongly agreed that PAL provides friendly environment for learning (80%). About 70% of students gave positive response about need of similar sessions in the future. Conclusion: PAL is an interesting and exciting teaching-learning methodology in undergraduate medical training. [ABSTRACT FROM AUTHOR]

The study of medicine poses an immense burden on the medical students to become competent in all the core competencies. Medical students understand the learning requirements of their peers and thus senior students or peers can significantly help to achieve learning outcomes. Peer-assisted learning has been implemented in both undergraduate and postgraduate courses in clinical as well as classroom settings. It is quite beneficial as it makes the learning process interactive, more focused, and conducted in a relaxed atmosphere. It also reinforces points that require more attention. [ABSTRACT FROM AUTHOR]

Background: Peer-assisted learning (PAL) is a teaching--learning method in which students act as peer teachers and help other students to learn while also themselves learning by teaching. PAL through modified interest building activities (MIBAs) is seldom tried in teaching pathology in medical colleges. This study aimed to evaluate the usefulness of peer teaching using MIBA, obtain feedback from students, and compare different activities with each other and with traditional teaching--learning methods. Methods: An interventional pilot study was conducted in 2 months on the 2nd MBBS undergraduates learning pathology at a medical college in North India. Students acted as peer teachers and performed different MIBAs including role plays, demonstration of pathogenesis through props, student-led seminars such as PowerPoint teaching, blackboard teaching, multiple choice question seminars, case-based learning (CBL) exercises, and quizzes before teaching sessions. Feedback was obtained through structured questionnaires on a 5-point Likert scale. Paired t-test was used to compare traditional teaching with MIBAs, and Friedman test was used to compare among different MIBAs. Results: Students found ease of understanding and the interaction and involvement of students as the most important benefits of PAL. MIBAs increased voluntary participation, coordination, teamwork, shared responsibility, and group dynamics among students. Quiz sessions followed by PowerPoint seminars and prop demonstrations received highest mean scores from students on most of the parameters. Quizzes, blackboard teaching, prop activities, and CBL helped students understand topics better and generated interest. Learners advocated for making MIBAs and PAL compulsory for future students. Discussion: PAL complemented by MIBAs may be adopted to make teaching--learning more interesting and effective through the active involvement and participation of students. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Background: Online 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. Methods: This 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. Results: The 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. Conclusion: The 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. [ABSTRACT FROM AUTHOR]

The article discusses the importance for clinical teachers to implement strategies that will effectively incorporate collaborative and peer-assisted learning (CPAL) method in health professional education. Overview of the meaning and concept of CPAL which was commonly used by health-professional tertiary programme is provided. Suggestion for clinical teachers on how to encourage active participation to the program to maximize the benefits for students is offered.

Background:Germany's first student-run free clinic (SRFC) for medically underserved patients has been established at the medical faculty of the Goethe-University, Frankfurt/Germany. Participating students are educated in a Peer Assisted Learning program (PAL). Little is known about the effectiveness of PAL in SRFCs. Methods:We conducted a randomized, controlled, prospective study involving 50 participants. Students were either tested before or after receiving PAL. Knowledge and skill level were measured by theoretical and practical tests. In addition, curricular Objective Structured Clinical Examination (OSCE) results were compared between the groups. Results:Students receiving PAL had significantly better results in theoretical (p < 0.001) and practical (p < 0.001) tests, as well as in the OSCE (p < 0.01). A control test showed no significant difference (p = 0.205) indicating similar prerequisites between the groups. Conclusion:Improved results of the study group indicate an increase in the clinical knowledge and skills. PAL appears to be suitable for the training of basic medical skills and family medicine related knowledge and similar teaching projects could be based on it at other SRFCs. [ABSTRACT FROM PUBLISHER]