Assessing the Impact of Peer-Led Learning on Medical Student Performance: A Randomized Study

Peer-led learning (PLL) has gained prominence as an effective pedagogical strategy in medical education, yet its impact on academic performance remains debated.This study aims to evaluate the effectiveness of PLL in improving medical students' knowledge acquisition and problem-solving skills compared to traditional faculty-led instruction.A randomized controlled trial was conducted with 200 third-year medical students, divided into an intervention group (PLL, n=100) and a control group (traditional faculty-led instruction, n=100).Pre-and post-intervention assessments were performed, and performance differences were analyzed using independent t-tests and ANOVA.Results demonstrated a statistically significant improvement in post-test scores in the PLL group (mean=82.5,SD=5.2) compared to the control group (mean=75.3,SD=6.1) (p<0.001).Additionally, students in the PLL group reported higher engagement and confidence in clinical decision-making.The findings suggest that PLL enhances medical student performance and engagement, advocating for its integration into medical curricula.These results contribute novel insights into medical education, supporting the shift toward collaborative learning environments.