Utilizing Structured Peer-Assisted Learning In Undergraduate Clinical Research Training: A Quasi-Experimental Study

Abstract

Objective: To assess the effectiveness of a Peer Assisted Learning (PAL) program, as an adjunct to traditional teaching methods, in enhancing clinical research knowledge and providing practical research experience to undergraduate medical students. The study also aimed to explore students’ perceptions of PAL. Methods: A 6-month PAL program was introduced at Rawalpindi Medical University, pairing undergraduate mentors from the MBBS program with mentees in 21 research groups. The program focuses on research methodologies and observational studies. We collected research knowledge evaluation (RKE) scores and program perceptions from mentees and mentors, with a control group for comparison. Results: Participation in the PAL program led to a significant improvement in mentees' research knowledge, reflected in a mean RKE score increase from 11.00 to 13.00 (p < 0.001). The control group's scores before and after the program showed no statistically significant change (p = 0.579 ). Post-PAL scores of mentees were significantly better than those of the control group (p < 0.001). Mentees and mentors provided positive feedback about the program, with 72/82 (87.8%)of mentees agreeing that PAL was effective and 65/82 (79.3%) preferring it over traditional teaching methods. Conclusion: Participation in the structured PAL program was associated with improved research knowledge and positive perceptions among undergraduate medical student participants. However, due to the non-randomised design and baseline differences between the groups, causal conclusions cannot be drawn. PAL may serve as a feasible and scalable adjunct to faculty-led research training, particularly in resource-limited settings. Keywords: Medical Education, Mentoring, Research, Undergraduate