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In recent decades, peer-assisted learning has emerged as topical with plentiful interest into its implementation within medical undergraduate curricula. In a way, there is this wonderful rediscovery emerging. At conferences, I almost sense it is as a fashion. Similar to the latest smartphone, peer -assisted learning schemes are a must have, similar to keeping up with technology. And here I take an issue! As a medical student, I believe something is fundamentally missing in the orchestration and implementation of peer-assisted learning. It has huge potential for medical schools because of practicality, low cost, and sustainability. Essentially, peer assisted learning has happened for decades; defined as people of similar social groupings who are not professional teachers helping each other to learn and learning themselves by teaching . It is not novel; for example: study groups preparing for an exam or group presentations
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