Background: Peer learning has shown to be beneficial among other teaching and learning modalities to encourage learners to achieve these expected attributes. “Consultoid” is a peer-assisted and student-directed proctoring program to improve clinical competencies. Objectives: This paper focuses on the participants’ self-perceived impact of “Consultoid” and additional factors required to create a sustainable framework. Methods: A mixed-method analysis was utilized. Thematic analysis was used as a qualitative method that features open comments based on four factors to determine the outcome of its execution: Timing of activities allowing adaptability, peer teachers’ ability to engage with the learners, promoting participants’ intrinsic and extrinsic motivation, and relevance of program content. The quantitative method involved the five-point Likert scale in which participants assessed their self-perceived clinical competencies pre- and post-self-assessment, with 1 being unconfident and 5 being most confident. Paired t-test was used to make the comparison between the two tests. Results: The thematic responses generated were condensed into global themes to reach a conclusion. The results, such as relevance to clinical practice and encouraging team-based reciprocal learning while allowing high flexibility and accountability, fit into the proposed framework of the Consultoid program. Students reported a higher confidence level in their overall clinical competency from the pre-and post-test evaluation (peer learners, P = 0.02 and peer teachers, P = 0.12). Conclusions: The Consultoid program encourages participation, motivation, and team building and has shown to be highly adaptive.