Programmatic assessment of same level peer-assisted learning among Phase I MBBS students

Purpose: Peer-Assisted Learning (PAL) is an active, student‑centered educational strategy increasingly adopted in medical education. However, evidence from structured programmatic assessment of PAL among Phase I MBBS students remains limited. Methods: A prospective interventional study was conducted in department of Biochemistry among Phase I MBBS students. Five PAL sessions were implemented on selected topics, facilitated by peer tutors under faculty supervision. Pre-test and post-test assessments were administered for each session. Structured feedback was collected using a validated questionnaire assessing cognitive, affective, and learning environment domains. Two tailed paired t-test was used to analyzethe difference between pre and post-test scores and the feedback scores were expressed graphically using Microsoft Excel. Results: Post-test scores showed a statistically significant improvement compared to pre-test scores in four PAL sessions (p<0.001) with a higher percentage of students scoring more than five marks in post-test compared to pre-test (84.89%, 83.33%, 92.05%, 86.92%, 87.17% vs 35.25%, 79.16%, 41.72%, 66.15%, 16.66%). Highest feedback score of five was given for satisfaction in participating in PAL (75%), improved learning (72%), teamwork (52%), achieving personal learning goals (48%), improved communication skills (55%) and additional academic support (47%).A majority of students expressed preference for integrating PAL alongside traditional lectures in all phase I subjects if feasible. Conclusion: Peer-Assisted Learning significantly improved immediate learning outcomes and is well accepted by Phase I MBBS students. Programmatic incorporation of PAL as a supplement to traditional lectures can enhance effective active learning and early professional development.