Which peer teaching methods do medical students prefer?

Jayakumar, Nithish; Srirathan, Danushan; Shah, Rushil; Jakubowska, Agnieszka; Clarke, Andrew; Annan, David; Albasha, Dekan

doi:10.4103/1357-6283.188764

Cited by 7 publications

(6 citation statements)

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“…Educators should consider optimal class size when designing CPAL teaching. Inexperienced clinical students may be better suited to smaller CPAL groups …”

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confidence: 74%

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Implementing collaborative and peer-assisted learning (CPAL)

Arora

2017

Clin Teach

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“…Educators should consider optimal class size when designing CPAL teaching. Inexperienced clinical students may be better suited to smaller CPAL groups …”

mentioning

confidence: 74%

“…Based on my discussion with students during clinical attachments, students vary in their preference for CPAL teaching depending on their clinical experience . Educators should consider optimal class size when designing CPAL teaching.…”

mentioning

confidence: 99%

Implementing collaborative and peer-assisted learning (CPAL)

Arora

2017

Clin Teach

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“…Previous studies suggested that the effect of peer teaching is questionable and one reason being the accuracy of peer assessment and feedback [45]. Although small classes are generally preferred in peer teaching [46], the type should be carefully selected. Listening to presentation is perceived as a boring, one-way activity while observing and commenting on treatment skills/ideas gives students opportunities to interact and transact between people and environment.…”

Section: Resultsmentioning

confidence: 99%

Benefits and challenges with gamified multi-media physiotherapy case studies: a mixed method study

Chong

2019

Arch Physiother

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Background The use of gamification in higher education context has become popular in recent years with one aim of enhancing learning motivation, yet, it is unknown how physiotherapy students perceive gamified education experience. Using gamification together with multi-media patient case studies, this study explored whether and how gamified education motivated physiotherapy students’ learning. It also investigated how other factors such as class design and mechanics affected gamified experience. Method Six case studies in the subject Neurological Physiotherapy were transformed from paper-based cases to multi-media cases built by iSpring suite 8.1. Simulated, real or animated clients were used. Gamification mechanics such as leaderboards, scoring and prioritisation were embedded in the case studies. These gamified case studies were used in classes with Year-3 students enrolled in this subject. After taking these classes, 10 students participated in two focus groups and 32 students responded to a survey to share their experiences and perceptions on this pedagogy. Results Results showed that students perceived gamified education as motivating since this satisfied their competence and social needs and enhanced their self-efficacy. In addition, authentic patient videos, class activities that allowed conflict resolution and reflection, and the use of leaderboards were enablers in this gamified experience. Conclusion Future gamified education in physiotherapy can provide authentic experience through class designs and gamification mechanics to foster learning motivation. A suggested mapping of gamified lessons for physiotherapy education is provided based on the results of this study.

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“…On a similar note, the findings of a study done with an intention to identify the preference of medical students for peer teaching, 62.5% of the third professional year students opted for small group teaching. 10 The current study was first of its kind as it involved the employment of five different readily available learning media to promote collaboration among team members and also to ensure an in-depth understanding of the topic. A total of 34 students, including 21 girls and 13 boys actively participated in the session to represent subtopics allocated to their groups.…”

Section: Discussionmentioning

confidence: 99%

Assessing the Merits and Effectiveness of Peer Teaching in Small Groups through the Employment of Different Learning Media

Shrivastava,

Shrivastava

2023

Avicenna J Med

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Background Peer teaching is a well-acknowledged method to facilitate teaching and learning among medical students. The objective of the study was to assess the merits and effectiveness of peer teaching in small groups using a student-centered approach through the employment of different learning media. Methodology This was a cross-sectional descriptive study conducted among a group of 34 students from third professional year. Purposive sampling was used, wherein students were subdivided into five small groups. At the beginning, a pretest consisting of 10 multiple-choice questions was conducted on the topic “Epidemiology of Hypertension.” This topic was further subdivided into five subtopics, and five separate learning media (viz., video, PowerPoint, white board, chalk-and-talk, and chart) were allocated using the lottery method. Each group discussed the allotted topic and then presented their findings in the large group using the assigned learning media, while other groups gave feedback, and the best group was decided through multivoting. Posttest was administered and the results were compared with the pretest. Data entry was done in Microsoft Excel and analysis was done using SPSS 16. Descriptive statistics and paired t-test was used to compare the results in pretest and posttest at p level < 0.05. Results This innovative session of peer teaching featured 34 students, with a mean age of 22 ± 1.3 years. While carrying out the Kirkpatrick Level 1 evaluation, almost 90% students liked the role of the facilitator in stimulating interest in the topic. There was a mean average increase of 1.7 marks on comparing the scores of posttest with pretest (Kirkpatrick Level 2), and the reported difference was statistically significant. Joyful learning 24 (66.7%) and group discussion 23 (63.9%) emerged as the most liked aspects of the session. Conclusion In conclusion, peer teaching through learning media is an effective method as it promotes active learning, improves communication skills, and improves the academic performance of students. Peer teaching using different learning media proved to be quite effective in improvement of knowledge about epidemiology of hypertension, the pros and cons of different learning media, and encouraged creativity among students.

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Which peer teaching methods do medical students prefer?

Abstract: Most respondents in this study did not report a preference for small-versus large-group settings when taught by peers. More Year 3 respondents were likely to prefer small-group peer teaching as opposed to Year 4 respondents.

Cited by 7 publications

References 0 publications

Implementing collaborative and peer-assisted learning (CPAL)

Implementing collaborative and peer-assisted learning (CPAL)

Benefits and challenges with gamified multi-media physiotherapy case studies: a mixed method study

Assessing the Merits and Effectiveness of Peer Teaching in Small Groups through the Employment of Different Learning Media

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