Peer assisted learning as a formal instructional tool.

OBJECTIVE: To explore the utility of peer assisted learning (PAL) in medical schools as a formal instructional tool.

STUDY DESIGN: Grounded theory approach.

PLACE AND DURATION OF STUDY: King Edward Medical University, Lahore, from July 2011 to December 2011.

METHODOLOGY: A study was designed using semi-structured in-depth interviews to collect data from final year medical students (n=6), residents (n=4) and faculty members (n=3), selected on the basis of non-probability purposive sampling. The qualitative data thus generated was first translated in English and transcribed and organized into major categories by using a coding framework. Participants were interviewed two more times to further explore their perceptions and experiences related to emergent categories. An iterative process was employed using grounded theory analysis technique to eventually generate theory.

RESULTS: PAL was perceived as rewarding in terms of fostering higher order thinking, effective teaching skills and in improving self efficacy among learners.

CONCLUSION: PAL can offer learning opportunity to medical students, residents and faculty members. It can improve depth of their knowledge and skills.