Husam M. H. Al Zuwayny^1,, Naseer K. Jawad¹, Umniah Khajori², Mustafa s.l. zubaidi¹, Amar A. Abdulabbas¹, Jaafar I. Twayej³, Murtadha H. Khudhair³, Hawraa A. Fakhir⁴, Ali H. Al Zuwayny¹

In recent years, Iraqi medical education has seen the emergence of peer teaching as vital method to enhance learning, addressing the challenge of limited teacher-to-student ratios and professional development. This study aimed to evaluate this approach and compare it with global models. Utilizing a mixed-methods design, the research involved feedback from new graduates and key informants. Results indicated significant improvements in students' academic performance and graduates' teaching skills, with positive feedback on the program's interactive nature. Challenges such as resource limitations were identified. Compared to international standards, the Iraqi model showcased unique strengths in employing recent graduates. Despite limitations like a limited number of participating colleges, this study establishes an essential baseline for understanding and developing peer teaching in Iraq's medical education landscape.

Peer teaching, Peer-Assisted Learning, PAL, Peer teaching Program, PTP, medical Education, Small group learning, and integrated curriculum