Abstract

Objective: To assess satisfaction with multi resource peer assisted learning (M-PAL) amongst postgraduate medical research students.
Methodology: It was a prospective observational study conducted on 15 MPhil Pathology students during academic semester (spring 2019). Course document and multiple learning resources were provided to all the participants one week before the PAL sessions and their satisfaction was assessed on Likert scale using a 26-item questionnaire. The data were collected at the end of each session and analysed using heatmap approach and online Word-it-Out tool.
Results: Most participants were highly satisfied with the team work experience and motivation following M-PAL sessions. As a peer tutor, more than two third of the participants believed that M-PAL enhanced their presentation skills and self-confidence and they further need to learn teaching skills. Nine (60%) participants considered the sessions had positive impact on their level of understanding and found it an effective teaching strategy in a small group setting.
Conclusion: Pathology course taught by peers is an effective learning strategy for postgraduate research students. Overwhelming satisfaction of student with M-PAL warrants integration of the teaching methodology into postgraduate curriculum.

Key words: Peer assisted learning, teaching, postgraduate research, tutee, tutor.