Lecture Based Versus peer Assisted Learning: Quasi-Experimental Study to Compare Knowledge Gain of Forth Year Medical Students in Community Health and Nutrition Course

Abstract

Background: The present study was designed to compare the knowledge gain of students in lectures and peer assisted learning (PAL) via end of course test scores. The purpose of this comparison was to assess the ability of PAL in enhancing academic achievement and to consider its addition within the traditional medical syllabus. Methods: A randomized control trial (RCT) was conducted at Department of Community Medicine, Lahore Medical and Dental College in 2014. Convenience sampling was used and out of 125 fourth year MBBS students, those who agreed to take part in the study (N = 99), were randomly allocated to PAL (n = 49) and lecture (n = 50) groups. Community Health & Nutrition was the course chosen for the study. Both lecture and the PAL sessions were conducted simultaneously and the duration and content covered in each session were the same for both groups. Knowledge gained was assessed through a pre-and post-test. Chi-square test, independent t test, paired t test and analysis of covariance (ANCOVA) were used for data analysis. Results: The study participants demonstrated a significant difference in the pre-test and post-test scores in both the study groups (P ≤ 0.001). However, no statistically significant difference was found in the post-test scores between the Lecture and PAL groups, F (1, 95) = 0.584, P = 0.447. Gender and high school qualifications had no bearing on test scores in both learning groups. Conclusion: The present study concludes that in terms of academic achievements, PAL was equally effective to lectures. Therefore, PAL can be incorporated as a supplement to lectures in medical school curricula. Article info Please cite this article as: Daud S, Chaudhry AM, Ali SK. Lecture based versus peer assisted learning: quasi-experimental study to compare knowledge gain of fourth year medical students in community health and nutrition course.

Partnering for success: a students’ union-academic collaborative approach to supplemental instruction

“…For these students in particular, the university experience may present a considerable challenge and larger classes often intensify these challenges (Maringe and Sing 2014), with students experiencing less direct contact and feedback from lecturers and fewer opportunities to engage with other students. In recognition of these challenges, research and guidance on pedagogical approaches to teaching in large classes has increased (for example, see : Woollacoot, Booth, and Cameron 2014;Arvanitakis 2014) and the use of Supplemental Instruction (SI), has been identified as a successful means of addressing some of these issues (Boud, Cohen, and Sampson 2001;Daud, Chaudhry, and Ali 2016).…”

Untitled

“…However, no significant difference has been found between the learning methods applied for learning process. Daud, Chaudhry and Ali (2016) Fourth year MBBS students…”

Penerapan Model Peer Led Team Learning Untuk Meningkatkan Hasil Belajar dan Sikap Siswa Terhadap Kimia

“…Peer Led Team Learning (PLTL) adalah salah satu model pembelajaran yang mengutamakan pembelajaran aktif [12]. Model ini termasuk model pembelajaran kooperatif yang tidak hanya berisi pembelajaran akademik namun memadukannya dengan keterampilan sosial.…”