Effectiveness of Near Peer-Assisted Learning in Forensic Toxicology Teaching for Phase III MBBS Students: A Quasi-experimental, Pre-Test/Post-Test Study With Learner Perception Analysis

Background and objective Near peer-assisted learning (N-PAL) is an educational strategy where senior medical students teach junior students, and it is increasingly used to improve engagement, understanding, and retention in competency-based medical education. In concept-dense subjects such as forensic toxicology, reinforcement beyond lectures may be necessary to address passive learning and limited opportunities for clarification. In this study, we aimed to assess the effectiveness of N-PAL in improving academic performance among Phase III Part I Bachelor of Medicine and Bachelor of Surgery (MBBS) students and to evaluate students' perceptions of N-PAL as a teaching-learning method in forensic toxicology. Methodology A quasi-experimental pre-test and post-test study was conducted among 98 Phase III Part I MBBS students. Three forensic toxicology topics were selected and divided into subtopics. After faculty lectures, students were divided into small groups and taught through supervised N-PAL sessions by final-year MBBS students selected based on academic performance and willingness. Validated multiple-choice questions (MCQs)-based surprise pre-tests were conducted one week after lectures, and surprise post-tests were conducted one week after N-PAL sessions. Student perception was assessed using a 5-point Likert scale questionnaire. Results Post-test performance improved consistently after N-PAL sessions across all topics, showing a significant gain in learning. Students reported improved understanding, better retention, enhanced confidence, improved communication, and a comfortable learning environment. Most students expressed a preference for regular N-PAL sessions. Conclusions Supervised N-PAL is an effective reinforcement strategy in forensic toxicology, improving academic performance and student perceptions, while supporting confidence and communication within undergraduate medical education.