Each year, universities seek new ways to support students’ academic success, confidence and sense of belonging. One approach that has gained increasing recognition internationally is Peer-Assisted Learning (PAL), a student-led model that encourages collaborative learning and peer support.
Last year, Biomedical Science at the University of Northampton launched its first PAL programme following the successful award of funding from the University’s Student Success and Innovation Fund (SSIF). Having led the development of the scheme, it has been particularly rewarding to reflect on its first year and the impact it has had on our students.
Launching PAL in Biomedical Science
At its heart, PAL is about students learning with and from one another. Trained second- and third-year students, known as PAL Leaders, facilitate sessions for students in earlier years of the programme. Rather than delivering additional teaching, PAL Leaders create a supportive and informal environment where students can work collaboratively, discuss difficult concepts, share study strategies and develop confidence in their learning.
During its first year, the pilot focused on two Biomedical Science modules. Regular PAL sessions provided students with dedicated opportunities to revisit challenging topics outside formal teaching sessions and engage with peers who had recently completed the same modules themselves. PAL sessions often evolved into vibrant discussions where students felt comfortable exploring ideas and addressing gaps in their knowledge.
The Impact of PAL
The positive impact of PAL was reflected in student feedback collected throughout the year. Evaluation data showed that:
- 88% of students reported that PAL helped them perform better in assessments.
- 86% reported feeling more engaged with module content because of attending PAL sessions.
- 85% agreed that PAL helped them identify gaps in their understanding and apply key concepts effectively in exams.
These findings reflect a growing body of evidence demonstrating that peer-assisted learning can enhance not only academic performance but also student engagement, confidence and overall university experience.
Student Voices
Student comments further highlighted the value of the scheme:
“I felt comfortable asking questions, as I felt they were able to relate and have a better understanding of struggles with assignments or specific topic points.”
“I thought the PAL sessions were very helpful and would like to see them for other topics in the future.”
Benefits for PAL Leaders
The benefits were not limited to first-year students. PAL Leaders themselves gained valuable experience in leadership, communication, organisation and facilitation. Through planning and delivering sessions, they developed skills that will support both their future studies and professional careers.
None of this would have been possible without the enthusiasm and commitment of our PAL Leaders, the willingness of students to participate and engage, and the support provided through the Student Success and Innovation Fund. Together, they have helped establish PAL as a valued part of the Biomedical Science learning community.
Looking Ahead
As the scheme enters its second year, we are building on the success of the pilot by embedding PAL more deeply within the curriculum and extending opportunities to students across additional modules. Ongoing evaluation will continue to inform the programme’s development, ensuring it remains responsive to student needs and aligned with the University’s commitment to innovative and inclusive approaches to teaching and learning. We look forward to building on the successes of the first year and further strengthening a culture of peer support, engagement and student success across Biomedical Science.
Find out more
Find out more about Peer-Assisted Learning and studying Biomedical Science at UON by visiting an Open Day.
