Objective: To compare student-tutor guided peer-assisted learning (ST PAL) and resident-tutor guided peer-assisted learning (RT PAL) for its impact on performance of students in summative assessment. Study Design: Quasi-experimental study. Place and Duration of Study: Gujranwala Medical College, from February to September 2015. Methodology: Four batches each of final year MBBS students were first trained for clinical skills by resident-tutors for 2 weeks and had a pre-test. Two students with highest marks were selected as student-tutors. Half of the batch had a further 2 weeks skill training by the student-tutors while other half by resident-tutor, post-test was carried out after 2 weeks. Improvement in scores was compared between ST PAL and RT PAL groups, using unpaired student t-test. The batch underwent same intervention for the next month with cross-over of ST PAL and RT PAL groups. Results: Study population was 152 out of expected 188 as batch D underwent the study only once and 13 students were either absent or had decline in scores, so were excluded. Among 74 (48.68%) ST PAL and 78 (51.23%) RT PAL students, median improvement in scores was 8 for ST PAL group as compared to 7 for RT PAL group; the difference was not statistically significant (p= 0.61). Conclusion: Student-tutor guided peer-assisted learning is as effective as resident-tutor peer assisted learning in improving performance of the students.
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