The purpose of this study was to evaluate the effectiveness of a peer-assisted learning (PAL) program among second-year MD students at the National University of Oman. The program involved optional, scheduled PAL sessions that combined a peer-assisted model with student-led activities. In general, the evaluation revealed that most students were in favour of PAL as a means for enhancing social aspects of learning but did not view PAL as a major factor in developing study skills or assignment preparation. During that jump in satisfaction between stages 1 and 2, very clear yet powerful improvements occurred. The benefits persisted until the 3rd stage, primarily due to the clearer guidance. We have found that PAL enables a productive learning environment. However, it is critical to acknowledge that this type of implementation is not automatic and that learners require guidance to organize their sessions efficiently.