Can we Transform Learners into Educators? Effectiveness of Peer-assisted versus Facilitator-assisted Learning as Small Group Teaching Techniques among Undergraduate Medical Students

Background: One among the many methods to promote small group learning is “Peer Assisted Learning” (PAL) where students discuss in groups and learn from each other. With many institutes facing challenges of having inadequate faculty, training students to teach can provide an alternative method of learning. Materials and Methods: The study aimed to evaluate effectiveness of PAL as small group teaching method compared to Faculty-assisted Learning (FAL). Secon d year medical students were divided into two groups, one undergoing PAL and other FAL. An immediate test and retention test after 4 weeks were given. Scores were analyzed using paired and unpaired t-tests. This was followed by crossover of groups and collection of perspectives. Results: A total of 119 students participated in the study. There was no statistical significance in scores between PAL and FAL ( P = 0.14), although immediate and retention mean scores in FAL group was better. Perceptions taken on a Likert scale showed a statistically significant difference in median scores and favored PAL. Conclusion: PAL was perceived positively over FAL. Outcomes propose that as retention of knowledge was better with intervention by faculty PAL may be incorporated as a useful adjunct to faculty-led teaching to improve learning outcomes.