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Background: Peer assisted learning (PAL) has become increasingly popular in higher education, and a range of benefits have been reported for students. However, there is scant knowledge on PAL study groups in physiotherapy undergraduate training. Objectives: This study aimed to generate in-depth knowledge about the experiences of PAL study groups from the perspective of physiotherapy students. Methods: We conducted focus group interviews with 15 first-semester students who had attended PAL study groups, and 8 third-semester students who had been PAL leaders. The interviews were analyzed using an inductive, thematic analysis. Results: Four main themes were generated: 1) An overwhelming transition – Eased by PAL study groups; 2) The significant role model – Creating safe learning environments; 3) Building a bridge between theory and practice through scaffolding; and 4) Time to mature and filtered knowledge. Conclusion: Overall, we found that PAL study groups formed an important community of practice, and that the PAL leaders became important role models, providing academic, social, and emotional support. Students learning from students in PAL study groups seemed beneficial to bridge theory and practice. Our findings support the implementation of PAL study groups as a supplement to formal teaching and suggest that PAL aids students' transition to the university environment. [ABSTRACT FROM AUTHOR]

BackgroundPurposeMethodsResultsConclusionPeer assisted learning (PAL), where student leaders facilitate their peers’ learning, is prevalent in higher education. However, PAL leaders’ development in physiotherapy education and their role perceptions relating to their future professional practice are understudied.We aimed to understand how PAL leaders in physiotherapy education perceive their own academic learning and personal development, and how they view their experiences as PAL leaders in relation to future physiotherapy practice.Focus group interviews were used to collect qualitative data from third-semester students who had been PAL leaders (n = 19). Data were analyzed using a reflexive, thematic analysis.Three main themes were generated: “Being a PAL leader consolidates knowledge and facilitates new learning,” “Personal growth through experiential learning outside the comfort zone within a community of practice,” and ”Learning by leading – transferability of being a PAL leader to future physiotherapy practice.”Overall, physiotherapy students leading PAL study groups demonstrated academic, personal, and professional growth via experiential learning in a community of practice. They developed skills likely transferable into their future physiotherapy roles. Our findings propose PAL study groups as an arena for PAL leaders to practice complex physiotherapy competences, positioning PAL study groups as valuable preclinical practice for physiotherapy students. [ABSTRACT FROM AUTHOR]