Peer-Assisted Learning vs Expert-Assisted Learning in Osteology: A Comparative Crossover Study in Medical Education

Background: Anatomy forms the structural foundation of medical education, and osteology is a core component of first year MBBS training. Despite its importance, osteology—particularly of the axial skeleton—is frequently perceived as difficult by students due to the volume of factual information, three dimensional orientation, and limited instructional time. Expert Assisted Learning (EAL) has traditionally been employed to teach osteology; however, increasing student numbers, reduced curriculum duration, and faculty constraints have encouraged exploration of alternative strategies such as Peer Assisted Learning (PAL). Objectives: The primary objective of this study was to compare academic performance of undergraduate medical students taught axial skeleton osteology using Peer Assisted Learning versus Expert Assisted Learning. Secondary objectives were to assess student perceptions of PAL and to evaluate its feasibility as a sustainable supplementary teaching learning strategy in osteology. Methods: A comparative crossover study was conducted among 50 first year MBBS students. Participants were randomly allocated into two groups. Group A received Expert Assisted Learning and Group B received Peer Assisted Learning in small groups guided by academically forward peer tutors. Following assessment, the teaching methods were crossed over for a comparable osteology topic. Results: Students taught using Expert Assisted Learning achieved significantly higher scores than those taught through Peer Assisted Learning. The mean score for EAL was 18.72 ± 6.18, compared to 16.34 ± 6.21 for PAL (p = 0.0088). Despite lower objective scores, students reported positive perceptions of PAL, highlighting better interaction, comfort, and peer support. Conclusion: Expert Assisted Learning remains superior for achieving higher academic performance in osteology. However, Peer Assisted Learning is well accepted and promotes active engagement. PAL can be effectively integrated as a supplementary strategy to reinforce learning and optimise faculty resources in undergraduate anatomy education.