Undergraduate Medical Students' Experiences of Peer-Assisted Learning (PAL) During Clinical Placement in the Department of Medicine

Background: Peer-Assisted Learning (PAL) has become a valuable pedagogical tool in medical education, emphasizing active participation, teamwork, and reflection. Despite its integration into modern curricula, the dynamics of PAL during clinical placements remain underexplored in many contexts, especially in Asian medical schools. Aim: This study explored undergraduate medical students’ experiences of peer learning during their clinical placements in the Department of Medicine at a military medical institution. Methods: A descriptive cross-sectional study was conducted in 2016 among 166 undergraduate medical students (Third Year, Final Part I, and Final Part II) undertaking clinical placements. Data were collected using a structured proforma administered after informed consent. Responses were anonymized and analyzed quantitatively and qualitatively to explore perceptions, benefits, and barriers to PAL. Results: Specialists were perceived as the most significant source of learning (57.8%), while peers ranked third (12.7%). Peer learning occurred most frequently in teaching hospital wards (80.2%) and primarily involved observing history-taking and physical examinations (49.4%). Students engaged in PAL at least once weekly. Reflection opportunities (28.9%) were the primary motivator for participation, whereas the risk of strained friendships (32.5%) emerged as a major barrier. Students valued patient information sharing and constructive peer feedback as enriching their learning process. Conclusion: Although PAL was perceived as less significant compared to faculty-led teaching, it played a valuable supplementary role in fostering reflection and feedback during clinical placements. Structured training in peer teaching, assessment, and feedback is essential to maximize PAL’s potential and overcome interpersonal challenges. Future curricular designs should integrate formal PAL sessions to optimize learning outcomes and prepare students for collaborative practice.