• Muneeza Aamir Sami, Lubna Ansari Baig, Saima Perwaiz Iqbal, Umme Kulsoom Khattak, and Farah Gul.
• Department of Health Professions Education, Shifa College of Medicine, Shifa Tameer-e-Millat University, Islamabad, Pakistan.
• J Coll Physicians Surg Pak. 2022 Oct 1; 32 (10): 1278-1283.

ObjectiveTo compare the effects of reciprocal peer-assisted learning (PAL) with traditional faculty-led teaching on the academic performance of fourth-year medical students in Family Medicine clerkship.Study DesignAn experimental study.Place And Duration Of StudyDepartment of Health Professions Education and Department of Family Medicine, Shifa College of Medicine, Islamabad, Pakistan, from 22nd February 2019 to 25th February 2020.MethodologyThe study was conducted longitudinally in three clerkship rounds of Family Medicine with 77 fourth-year students separated into a control group and an intervention group taught by faculty and peers respectively. All peer tutors were trained prior to their sessions and there were parallel peer-led and faculty-led sessions. Both groups were given a pre-test prior to the intervention and a post-test after the intervention. The data were entered in SPSS version 24 and analysed using chi-square, independent and paired sample t-tests.ResultsParticipants of both intervention (PAL) and control (non-PAL) groups demonstrated a significant difference in post and pre-test scores with a p-value <0.05. However, the mean difference in the post-and pre-test scores between the two groups was not significant with a p-value >0.05.ConclusionStudents taught by peers performed as well as students taught by the faculty in this study, as depicted by their academic scores. Henceforth PAL is comparable to faculty-led teaching in acquisition of knowledge in Family Medicine clerkship.Key WordsPeer-assisted learning, Reciprocal peer-assisted learning, Traditional teaching, Family medicine.

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