Peer-assisted learning versus didactic teaching in osteology for first-year Indian undergraduate medical students: a quasi-experimental study

Anantharaman, Lakshmi Trikkur; Ravindranath, Yogitha; Dayal, Stephen; Shankar, Nachiket

doi:10.1007/s00276-019-02259-y

Cited by 12 publications

(16 citation statements)

References 62 publications

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“…Students in the control class had limited time for live demonstration as they had to focus on completing the experiments, which constrained active class interaction and critical thinking. Yet, NTC pedagogy not only enhanced laboratory preparedness pre-class (12), peer-teaching also engaged students as an active integral part of the educational process (3). When students are actively encouraged by the learning process, they are more likely to adopt a good learning approach and enhance their performance (5).…”

Section: Discussionmentioning

confidence: 99%

The effectiveness of combining e-learning, peer teaching, and flipped classroom for delivering a physiology laboratory course to nursing students

Meng

Chen

et al. 2022

Advances in Physiology Education

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The Internet and 5G era make e-learning a vital part of modern education, and extensive evidence has shown that peer teaching and flipped classroom contribute to increased success in medical teaching. However, the applicability of these pedagogies in laboratory courses remains largely unexplored. This study aimed to evaluate the academic performance, proficiency in procedural skills and perception of nursing students in physiology laboratory classes delivered using non-traditional classroom (NTC) pedagogies comprising the combination of e-learning, peer teaching and flipped classroom. Each class was sub-divided into two equal halves by successive student identification (ID) and randomly assigned to control or NTC group. Compared to control class, NTC teaching significantly enhanced mean score of six pre-class tests (67.77 ± 9.83 vs. 62.94 ± 9.70), with "B" graders increased obviously, suggesting pre-class e-learning was more effective than textbook-based preview, especially for general grasp of the topic. Similarly, average scores on post-class quizzes in NTC group was improved (79.40 ± 9.12 vs. 74.43 ± 8.88). Lesser time-cost and higher success rates were observed in trachea, artery and heart catheterizations in NTC group , although no disparities were found in ureteral intubation . Majority of (~74%) students supported the reform and shared positive experiences in NTC methodology. They reported virtual experiments and self-paced procedural skill videos affected pre- or in-class learning outcomes most, respectively. These findings indicated NTC pedagogy was workable to improve students' subject scores and proficiency in complicated and direct-viewing procedural skills, and was favorable by students.

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Section: Discussionmentioning

confidence: 99%

The effectiveness of combining e-learning, peer teaching, and flipped classroom for delivering a physiology laboratory course to nursing students

Meng

Chen

et al. 2022

Advances in Physiology Education

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“…In a study conducted by Anantharaman et al (31), who used peer learning in teaching bone anatomy in first-year medical students, the students who were trained by the peer method performed better in their final exam, and in comparison with the traditional method, the peer-taught students had more active participation in group discussions and interactions and attended classes with a prior overview of the class content. In research by Fatmi et al (32), team-based learning led to conceptual learning in students and improved their performance in the final exams.…”

Section: Discussionmentioning

confidence: 99%

Comparison Between Peer Learning and Conventional Methods in Biostatistics Course Among Postgraduate Nursing Students’ Final Score, Statistics and Test Anxiety: A Quasi-experimental Study with a Control Group

et al. 2021

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Background: Biostatistics course is considered essential for nursing education. Thus, conceptual learning in biostatistics is highly critical for postgraduate nursing students. A large proportion of students identify this course as the most anxiety-inducing course. The largest part of students’ anxiety in the semester in which they take biostatistics course is manifested in the form of statistics anxiety in addition to test anxiety. Objectives: To evaluate the effectiveness of the peer learning method in biostatistics course among postgraduate nursing students’ final score and test and statistics anxiety. Methods: This quasi-experimental study was conducted during the first semester of the academic year 2019 - 2020 in the Faculty of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences. Students were divided into two separate classes according to their courses. In one class, biostatistics course was taught by peers, and the lecture method as the conventional method was used for teaching in the other class. Test and statistics anxiety questionnaires were completed by the students of both groups before the educational intervention and at the end of the semester. Data was analyzed by SPSS 20 using nonparametric tests. Results: The mean final score in the lecture and peer learning groups were respectively 9.9 ± 4.60 and 11.55 ± 4.76 (P = 0.245). At the end of the course, the mean scores of statistics and test anxiety decreased in the intervention group in comparison to the conventional group. Conclusions: Using the peer learning method in biostatistics course has a positive effect on reducing test and statistics anxiety and increasing final scores in postgraduate nursing students.

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“…Previous similar articles reported application of PAL for undergraduate students’ education in Australia, India, Pakistan, etc. And in these studies PAL was used in the area of radiography, osteology, and dental education, respectively [ 12 , 24 , 28 ]. However, to the best of our knowledge, few studies assess how the PAL method works in SRT in China, as well as clinical teaching of VD-related disease.…”

Section: Discussionmentioning

confidence: 99%

“…These processes promote both the “tutor” and the learner to learn in the PAL teaching, and has both cognitive and affective outcomes. Finally, it makes students more aware of PAL method and feeds back to the original five processes in a virtuous cycle, to make PAL more effective [ 12 , 19 ]. Meanwhile, it was also reported that the secure and collaborative environment in the PAL session also promoted learning [ 20 ].…”

Section: Introductionmentioning

confidence: 99%

“…As SRT students in China who have already finished basic theoretical courses and accumulated internship experience, PAL may be suitable for them especially in the clinical teaching of some complicated and specialized diseases, such as VD-related disease. And to the best of our knowledge, PAL was used and compared with traditional teaching methods in other areas of medical education like osteology, dental medicine and nursing [ 12 , 24 , 25 ], there is a lack of research assessing whether PAL can be used in the SRT program or the clinical teaching of VD-related diseases. Therefore, this study aimed to compare teaching results using the PAL method with the LBL method and examine the PAL method’s feasibility in the clinical teaching of VD-related diseases for SRT students in China.…”

Section: Introductionmentioning

confidence: 99%

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An observation of the peer-assisted learning (PAL) method in the clinical teaching of vertigo/dizziness-related diseases for standardized residency training (SRT) students in China: a randomized, controlled, multicenter study

Duan

Meng

et al. 2021

BMC Med Educ

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Background Vertigo and dizziness (VD) are among the most frequently seen symptoms in clinics and are important for medical students, especially for those in Chinese standardized residency training (SRT). The aim of our study was to examine the PAL method’s feasibility in the clinical teaching of VD-related diseases for SRT students in China. Methods This is a randomized, controlled, multicenter study. A total of 228 residents were invited to participate in this study, of which 198 completed the program. The students were randomized into two groups, and VD-related diseases were taught using lecture-based learning (control group) or peer-assisted learning (PAL). An examination paper and a rating scale were used to evaluate students’ performance in the mastery of VD-related theoretical knowledge and clinical skills, meanwhile students’ perceptions, satisfaction, and risk of burnout were also analyzed using a questionnaire. Independent-samples t-test and chi-square analysis were performed to evaluate statistical significance for continuous variables and categorical variables, respectively, using SPSS 18.0 software. Results The PAL group performed better in mastering theoretical knowledge and clinical skills than the control group. And more students believed that PAL could help improve their personal qualities such as teamwork skills. However, more students reported that PAL increased the risk of burnout. Conclusions PAL was a suitable and effective method in the clinical teaching of some specialized diseases, especially it was recommended for students who had gained initial knowledge and skills, such as Chinese SRT students. However, we should draw attention to the increased risk of burnout if PAL is intended to be widely used in clinical teaching. Trial registration ISRCTN registry, ISRCTN53773239, 05/07/2021, retrospectively registered.

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Peer-assisted learning versus didactic teaching in osteology for first-year Indian undergraduate medical students: a quasi-experimental study

Cited by 12 publications

References 62 publications

The effectiveness of combining e-learning, peer teaching, and flipped classroom for delivering a physiology laboratory course to nursing students

The effectiveness of combining e-learning, peer teaching, and flipped classroom for delivering a physiology laboratory course to nursing students

Comparison Between Peer Learning and Conventional Methods in Biostatistics Course Among Postgraduate Nursing Students’ Final Score, Statistics and Test Anxiety: A Quasi-experimental Study with a Control Group

An observation of the peer-assisted learning (PAL) method in the clinical teaching of vertigo/dizziness-related diseases for standardized residency training (SRT) students in China: a randomized, controlled, multicenter study

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