This educational intervention study was conducted in a municipal medical college in Maharashtra, India. 60 first–year MBBS students aged 18 years and above, of either gender, were briefed about peer–assisted learning. A pre–test was administered after a faculty–delivered conventional lecture. Subsequently, a trained peer teacher taught the same topic and an identical test was again administered. The mean marks (out of 20) of students increased from 15.37 +/– 2.69 (pre–test) to 17.80 +/– 1.97 (post–test), exhibiting significant difference (p<0.00001). The differences in the mean marks obtained in the pre–and post–tests by male (p=0.000079) and female (p=0.000063) students were also significant. The gender differences in the mean marks were not statistically significant in the pre–test (p=0.633) and the post–test (p=0.696). The results suggest that case scenarios combined with peer–assisted learning increases cognitive domain scores and have the potential to be used as a supplementary method, as an adjunct to faculty teaching.