Impact of extracurricular anatomy peer tutoring by medical students on learning: an experience report

Abstract

INTRODUCTION: Peer-assisted learning (PAL) refers to acquiring new knowledge and skills through active learning supported by peers. It involves learning with fellow students rather than professional teachers. In short, one student teaches another. EXPERIENCE REPORT: During 800 hours as an anatomy peer tutor, I experienced an intensive journey of learning, teaching, and personal and professional growth. The role included both educational support for students and the practical organization of classes. The tutoring routine involved preparing content before practical classes, handling anatomical specimens, helping students identify structures and understand human anatomy, and supporting the administration of assessments. I also participated in extracurricular activities, including workshops and academic weeks, which expanded my teaching experience. Throughout this journey, I developed fundamental skills such as clear communication, patience in teaching, leadership in small groups, and the ability to adapt explanations to different learning profiles. Constant contact with the subject strengthened my theoretical and practical foundation and directly contributed to my academic performance and professional confidence. I faced important challenges, including managing my initial nervousness in front of peers and finding accessible ways to communicate complex content. Over time and with support from the teaching team, however, I overcame these difficulties and became a point of reference for students. Peer tutoring also gave me a new perspective on the teacher’s role and on the impact of humanized teaching in academic development. I realized that teaching is also a continuous learning process and that every student question is an opportunity to review, deepen, and reconsider knowledge. DISCUSSION: PAL is grounded primarily in social constructivism and cognitive congruence theories. Social constructivism characterizes learning as a process that improves shared understanding through collaborative interaction in a group environment. According to this theory, PAL helps students learn with their peers and move toward shared understanding in a social environment.