Abstract
The aim of this study was to evaluate peer assisted learning (PAL) in a pharmacy course context. PAL is interesting for educationalists as the technique offers reciprocity in learning between the student tutor and the student tutee. Both student tutor and student tutee have the ability to learn through the process. 14 students volunteered to be student tutors on a first year pharmacy practice module. The results are discussed from the perspective of both the student tutee and tutor. Although a small pilot study, the results from this project echo the themes of perceived benefits identified in the literature on PAL, most obviously with the three themes of confidence, collaboration, and learning. Challenges to the process are also discussed.