Peer-Assisted Learning in Surgical Skills Training

an experience report of a one-month immersion in principles of surgery

Abstract

Introduction: Peer-assisted learning has established itself as a relevant pedagogical strategy in health education, fostering student engagement, critical thinking, and autonomy. In the context of surgical medical training, this approach emerges as an alternative to traditional methodologies, contributing to bridging curricular gaps related to limited practical exposure. Objective: To report the experience of Medical students in the organization and execution of the "Month of Immersion in Principles of Surgery" (MIPS), promoted by the Academic League of General Surgery of a private university in Northeastern Brazil, highlighting the role of peer learning in the development of surgical skills. Experience Report: MIPS was carried out in September 2025 over four weeks, involving 40 Medical students from three higher education institutions and 15 organizing league members. The program combined weekly evening theoretical sessions and Saturday practical workshops, covering procedures such as suturing techniques, drainage, cricothyroidotomy, urinary catheterization, and videolaparoscopy. Peer learning took place mainly during practical stages, with previously trained monitors leading demonstrations, supervising procedure execution, and providing continuous feedback in small groups, using low-cost simulators developed by the league itself. Final Considerations: High adherence, active participation, and progressive improvement in participants' technical performance were observed, demonstrating that structured peer learning, combined with simulation and continuous feedback, represents an effective pedagogical strategy for teaching surgical skills in undergraduate medical education.