Peer-Assisted Learning in Introductory Histopathology Improves Learner Scores and Delivers Learner Satisfaction

Purpose: Peer-assisted learning (PAL) is learning facilitated by non-professional teachers who are members of the same peer or near-peer group as learners. The authors designed and implemented PAL for teaching histopathology to first year medical students (M1) by near-peer, and second year medical students (M2). We are among the first in the USA to teach introductory histopathology, a basic science element, using PAL. To evaluate our program, we used two assessment objectives: (1) Is peer teaching of histopathology as effective as faculty teaching? (2) Are students satisfied with peer teaching? Methods: From 2009–2014, the authors evaluated teaching effectiveness by comparing weekly assessment scores of PAL-taught students with scores of students who received only faculty instruction. To evaluate satisfaction, PAL-taught M1s completed surveys assessing the learning environment, teacher competency, and overall teacher performance; surveys also included space for optional written comments. Results: Under PAL, all 5 years of students demonstrated improved scores compared with the last year of faculty instruction. Improvements during four of those years were statistically significant; the most recent year (2014) showed the greatest improvement (3.5 %) (p < 0.001). In addition, across all years of PAL, 90 % of M1 students rated the overall quality of M2 peer teachers as “good” or “excellent.” Conclusions: Our data show that peer-taught histopathology can be more effective than faculty teaching. Additionally, first year medical students reported overwhelming satisfaction from learning in an environment led by their peers. © 2015, International Association of Medical Science Educators.