Purpose
Peer Academic Leaders (PALs) show higher engagement and learning development than their peers. We aimed to understand how medical students’ experiences as PALs influenced their academic and medical careers. This will allow us to further improve the program and identify unique short- and long-term benefits and challenges for PALs at different stages of medical training.

Methods
We conducted a single-institution, cross-sectional study by administering a 10-question survey to all past and present PALs to assess how their experiences as PALs have influenced them in their academic and medical careers (IRB #2024-275-NSU). Responses were collected by an anonymous survey assessing demographic information, overall experience, impact on academic performance, impact on professional goals, and perceived benefits and challenges. Data was analyzed using standard statistical analysis.

Results
27 participants responded to the survey, including 9 M4s, 7 M3s, 3 PGY1s, 4 PGY2s, and 4 PGY3s. 10 respondents are pursuing a surgical field while 17 are pursuing non-surgical specialties. 25 of 27 felt that being a PAL may have helped prepare them for Step 1 more effectively than their peers. 23 responded that they intend to be involved in medical education during their career, with 4 responding “maybe.” Most respondents reported that their experience as a PAL positively impacted their academic performance. Some of the challenges mentioned by participants include low attendance to sessions at times, and several suggested continuing the program into later semesters.

Conclusion
93% of respondents felt that being a PAL helped prepare them for Step 1 more effectively than their peers. A large majority felt that being a PAL positively impacted their academic performance. This suggests that peer tutoring programs positively impact tutors, and these programs should continue to be integrated into undergraduate medical education.