INTRODUCTION: Peer-assisted learning (PAL) is a method of teaching in which students teach their often less-experienced peers. Whilst they gain more knowledge, peer tutors are able to convey information at a level that tutees can engage with. Whilst the use of PAL has increased in popularity within the healthcare faculty, there are fewer reports of its efficacy within dental education. Our aim is to explore the advantages and disadvantages of PAL, identifying factors that make it effective within undergraduate dental teaching. METHOD: 3rd-year dental students enrolled in supplementary PAL sessions taught by 4th-year dental student volunteers alongside their curriculum on an Integrated Human Disease course. Tutees participating in more than one PAL session were invited to a focus group to discuss the value of PAL within teaching, as were their tutors. Semi-structured focus groups in which they reflected on their learning experience and satisfaction were recorded, transcribed and analysed thematically. RESULTS: The qualitative data gathered from the focus groups for peer tutees (n = 4) and peer tutors (n = 5) revealed that the sessions stimulated learning, built confidence, developed skills out with the core topics and were complementary to the course. CONCLUSION: Our study confirms that PAL enhances the learning experience and is mutually advantageous to both tutees and tutors. Whilst further training, a larger sample size and higher quality research are required to confirm the more general use of PAL, the promise shown in this study would suggest that PAL is an extremely useful method, complementing the undergraduate dental curriculum.
INTRODUCTION: Peer-assisted learning (PAL) is a method of teaching in which students teach their often less-experienced peers. Whilst they gain more knowledge, peer tutors are able to convey information at a level that tutees can engage with. Whilst the use of PAL has increased in popularity within the healthcare faculty, there are fewer reports of its efficacy within dental education. Our aim is to explore the advantages and disadvantages of PAL, identifying factors that make it effective within undergraduate dental teaching. METHOD: 3rd-year dental students enrolled in supplementary PAL sessions taught by 4th-year dental student volunteers alongside their curriculum on an Integrated Human Disease course. Tutees participating in more than one PAL session were invited to a focus group to discuss the value of PAL within teaching, as were their tutors. Semi-structured focus groups in which they reflected on their learning experience and satisfaction were recorded, transcribed and analysed thematically. RESULTS: The qualitative data gathered from the focus groups for peer tutees (n = 4) and peer tutors (n = 5) revealed that the sessions stimulated learning, built confidence, developed skills out with the core topics and were complementary to the course. CONCLUSION: Our study confirms that PAL enhances the learning experience and is mutually advantageous to both tutees and tutors. Whilst further training, a larger sample size and higher quality research are required to confirm the more general use of PAL, the promise shown in this study would suggest that PAL is an extremely useful method, complementing the undergraduate dental curriculum.