ABSTRACT
Peer-teaching has been rapidly adopted throughout higher education institutions, including medical schools, to provide students with a diverse learning environment and to enhance academic development. Peer assisted study session (PASS) is a peer-teaching program implemented in Monash University Malaysia and was conducted virtually during the COVID-19 pandemic. Perspectives from the viewpoint of peer tutors during the pandemic period are presented in this paper. Throughout the year, peer tutors were confronted with the unique challenges of teaching virtually. Various factors which contribute to changes in the dynamics of group-based discussions in online classes are discussed. On online platforms, students are graced with more privacy and freedom, a double-edged sword that can translate into reduced student engagement. Nonetheless, the practical skills acquired by adapting to the abrupt switch from on-campus to online peer-teaching can be employed in our future practice as health professionals. Copyright © 2021 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved