Effectiveness of Vertical Peer-Assisted Learning (PAL) in Enhancing Anatomical Learning Experience Among First and Second-Year MBBS Students: A Faculty-Supervised Educational Intervention Study

Background: The shift from traditional didactic teaching to competency-based medical education (CBME) in India has highlighted the need for innovative pedagogical strategies that foster active learning, vertical integration, and collaborative knowledge construction. Peer-Assisted Learning (PAL), particularly in a vertical format where senior students teach juniors, is posited to enhance both cognitive and professional competencies. However, robust evidence on its effectiveness in the Indian undergraduate anatomy curriculum remains limited. Material and Methods: A mixed-methods, faculty-supervised educational intervention was conducted at S. Nijalingappa Medical College, Bagalkote, Karnataka, India. First-year MBBS students (n=50) served as learners, while second-year MBBS students (n=50) acted as peer tutors. After preparatory faculty and peer tutor training, the intervention group participated in weekly 2-hour PAL sessions in the dissection hall over seven weeks, while a control group received traditional faculty-led instruction. Quantitative outcomes included pre- and post-intervention knowledge assessments (50-item MCQ), learning confidence (5-point Likert scale), and satisfaction (5-point Likert scale). Knowledge retention was assessed two months post-intervention. Qualitative data were collected via focus group discussions and reflective journals, analyzed using Braun & Clarke’s thematic analysis. Statistical analyses included paired and independent t-tests, ANOVA, and effect size calculations (Cohen’s d), with significance set at p<0.05. Results: Both groups had comparable baseline knowledge scores (~23/50, ≈46%). Post-intervention, the PAL group showed a significantly greater improvement (mean score 37.2 vs. 31.2 in controls, p<0.001), with a large effect size (Cohen’s d ≈ 1.1–1.2). Knowledge retention at two months was higher in the PAL group (+11.6 vs. +6.1 marks from baseline, p<0.001). Learners reported increased confidence and satisfaction, while peer tutors developed teaching, leadership, and communication skills. Thematic analysis revealed enhanced conceptual clarity, motivation, engagement, and professional growth. Conclusion: Faculty-supervised vertical PAL is a highly effective strategy for enhancing anatomical knowledge acquisition, retention, learner confidence, and professional competencies among MBBS students. Integration of PAL within CBME and AETCOM frameworks is recommended to foster collaborative, learner-centered medical education in India.

Keywords: Peer-Assisted Learning, Anatomy Education, Competency-Based Medical Education, Knowledge Retention, Medical Students, Vertical Integration, AETCOM, India.