Implementing collaborative and peer‐assisted learning

This is the authors' abstract. We don't add key points for this paper.

Editors' note: Many different approaches to collaborative and peer-assisted learning (CPAL), in which students and trainees learn together and may also teach each other, have been described in the healthcare professional education literature.There is considerable evidence that CPAL can enhance learning, confidence, interpersonal and teaching skills, but such approaches often require careful planning, resourcing and support to be implemented in a way which maximises these potential benefits and minimises risk.In this Toolbox article, the authors draw on their experience of implementing CPAL approaches in undergraduate health professional education, and offer advice, suggestions and practical examples for other clinical teachers who want to implement new or enhance existing CPAL initiatives.Using a recognised model of behavioural change, they encourage readers to assess and develop capability for CPAL through reflection on learner prior experiences, training and resources; create opportunities for learners to take part in CPAL by selecting the most appropriate format, structure and activities for peer interaction; and motivate learners to engage by ensuring effective orientation, guidance and ongoing evaluation and development.We hope that