Document Type : Original Article


1 Department of Medicine, University of Udine, Accreditation and Quality Unit, Central Friuli University Integrated Trust

2 Hygiene and Clinical Epidemiology Unit, Central Friuli University Integrated Trust

3 Department of Medicine, University of Udine,

4 Medical Directorate, Central Friuli University Integrated Trust

5 Department of Medicine, University of Udine Medical Directorate, Central Friuli University Integrated Trust

6 HTA Unit, Regional Trust for Healthcare Coordination, Udine, Italy

7 Department of Medicine, University of Udine Hygiene and Clinical Epidemiology Unit, Central Friuli University Integrated Trust

8 Department of Medicine, University of Udine


CONTEXT: Health promotion (HP) and clinical risk management (CRM) topics are seldom discussed
during medical school lessons. Peer‑assisted learning (PAL) has long occurred informally in medical
education, and interest in this method has recently grown, as it is considered a valuable technique
for both tutors and tutees.
AIMS: The aim was to evaluate the impact of HP and CRM PAL intervention on medical
students’ (tutees) knowledge level.
SETTINGS AND DESIGN: A PAL intervention has been implemented at Udine University medical
school during 2017. It was composed of lectures and practical activities conducted by ten near‑peer
METHODS: The effectiveness has been evaluated by giving tutees: (1) a knowledge multiple‑choice
questionnaire, before and after the intervention; (2) a satisfaction questionnaire; and evaluating (3)
tutees’ group assignments.
STATISTICAL ANALYSIS USED: We performed descriptive analysis; then McNemar, Wilcoxon
signed rank, Wilcoxon Mann–Whitney, and t‑tests were applied.
RESULTS: The number of students addressed by PAL intervention was 62. Difference in total
correct answers among pre‑ and post‑intervention questionnaires showed a statistically significant
improvement  (P  <  0.0001), both when analyzing it globally and by area  (HP/CRM). Students’
satisfaction for CRM was greater than for HP area (P = 0.0041).
CONCLUSIONS: This educational intervention based on PAL showed its effectiveness producing
a statistically significant improvement in students’ knowledge. Our findings confirm that PAL could
be a feasible method for HP and CRM topics.


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