This before-and-after type of educational intervention study was conducted in a municipal medical college in Maharashtra, India. The participants (60 first-year MBBS students, aged 18 years and above, of either gender) were briefed about peer-assisted learning. After a faculty-delivered conventional lecture, a pre-test was administered. The same topic was taught to the same batch by a trained peer teacher in the presence of faculty members. Subsequently, a post-test was administered. The questions in the post-test were identical to that in the pre-test. The mean marks (out of 60) of students increased from 42.9 +/- 5.98 to 47.16 +/- 5.60, exhibiting significant difference (p<0.00001) in the overall pre-and post-test scores. The mean marks of female students (n=30) were 43.87 +/- 6.46 and 48.07 +/- 5.13, in the preand post-tests, respectively, exhibiting a significant difference (p=0.0053). The mean marks of male students (n=30) also showed significant difference (p= 0.0070) in the pre-test (42.50 +/- 5.84) and post-test (46.57 +/- 5.86). The gender differences in the mean scores were not statistically significant in the pre-test (p=0.3886) and the post-test (p=0.2914). Formal use of peer-assisted learning in institutions would ensure collaborative learning that can be juxtaposed with conventional learning.