Current **data** on peer-education is mainly qualitative. While quantitative evaluation is limited in literature, existing studies suggest peer-education is at least equal to traditional teaching 5,10-12 . Given peer-teachers are trainees themselves however, concern has been raised regarding the quality of content taught by NPTs compared to experienced academics. Researchers Tolsgaard et al., 12 Burke et al. 11 and Blank et al. 10 conducted separate peer-led teaching programs to teach clinical skills with control groups for comparison. [10][11][12] Endof-program assessment revealed at least equal results when intervention groups were compared with control groups. Peer-educated students additionally felt more confident and had more positive reports regarding their teachers when compared with the control groups. [10][11][12] Moreover, Blank et al. 10 found students who participated in additional NPTbased teaching convincingly scored better than their peers (p<0.001) in their summative OSCEs. 10 Further quantitative comparison between peer-led and traditional teaching is warranted to support this and assess if other domains of medical teaching other than clinical skills show similar results.