Distant peer-assisted learning for medical students : feasibility and educational outcomes of a multicenter program
Le résumé fourni par la source
Introduction: Peer-assisted learning (PAL) is an innovative pedagogical concept increasingly integrated into medical education. A distance-based PAL program was implemented in Morocco to provide methodological guidance and psychological support to junior medical students through structured interactions with senior peers. This study aimed to evaluate the feasibility and educational outcomes of this multicenter program. Methods: A prospective descriptive study was conducted across five public medical faculties in Morocco. The program included 149 second-year medical students organized into small virtual discussion groups, each supervised by a senior medical student from the same institution. Program evaluation was performed separately for each academic semester using academic outcomes and satisfaction questionnaires completed by junior students and tutors. Results: During the first semester, 21% of tutees validated all modules, while 14% failed four or more modules. In the second semester, academic outcomes improved, with 63% of students validating all modules and only 5% failing four or more modules. Student satisfaction with the program was high in both semesters (92% in the first semester and 80% in the second semester), with reported improvements in time management, stress related to studies, and motivation. Tutor disengagement remained low across semesters. Tutors reported high satisfaction with the experience and perceived improvements in communication, listening, and psychological support skills. Conclusion: This study demonstrates the feasibility of a distance-based peer-assisted learning program implemented across multiple medical faculties and highlights its positive academic and educational outcomes for both junior students and tutors. Distant PAL may represent a valuable complementary strategy in medical education, particularly in contexts characterized by large student cohorts and limited teaching resources.
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