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Background: Traditional lectures (using PowerPoint presentation or chalk and board) have become less effective, monotonous, and involve less student-teacher interaction. Introducing peer-assisted learning (PAL) may improve learning by increased student-teacher interaction, making interesting, and more effective for better student outcome, producing a competent Indian medical graduate. Aims and Objectives: The aim of the study was to introduce PAL in 1st year MBBS students, to evaluate effectiveness of PAL both from Students and Teachers perspective, and to determine feasibility of PAL in a large batch of 150 students with limited teacher availability. Materials and Methods: Place of study is Muzaffarnagar medical college, Muzaffarnagar, UP. Study was conducted on 80, 1st phase MBBS students (2020 Batch) Ethical clearance from Institutional Ethics committee was obtained. A pre-test and a post-test of ten MCQs were given. Feedback from students and faculty members was also taken. Results: As post-test scores show a significant improvement Pal can be introduced as a TL method in MBBS students. Conclusion: Feedback from both the students and teachers show that a significant percentage agree that PAL is helpful in increasing knowledge, should be included in the teaching methodology in CBME curriculum, is feasible, can be included in internal assessment, and improve critical thinking skills.
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Medical students took the initiative by introducing LGBTQ+ education in preclinical elective classes at their medical school. As instructors, they led classes focused on small group discussions in a common "learning community" setting. The Peer Assisted Learning between classmates promoted effective discussions in classroom activities, allowing students to deepen their understanding of LGBTQ+. Student-initiated action to introduce new content into the curriculum together with student-led classes may be a useful learning strategy in LGBTQ+ education.
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@#Peer-assisted learning (PAL) is a potential approach for clinical education that can reduce the burden of clinical supervision and enhance learning. This study aims to identify opportunities for PAL through investigating how speech language therapy students perceive and already participate in PAL within a range of clinical practicum settings. The Speech Sciences students across all years at one institution were invited to participate in a cross-sectional survey that was adapted and revised from Tai et al. (2014). Speech Sciences students reported they applied PAL as part of their learning strategy in their clinical practicums, but still relied on supervisors as the main source of. PAL occurred more frequently in contexts where students already had some clinical experience and spent substantial amounts of time together. Students agreed that PAL enhanced their learning and emphasized a few advantages of PAL, such as having the opportunity to share their ideas, experiences, and knowledge, and providing a positive learning environment without pressure. Confidence to provide information or feedback to peers was cited as a shortcoming in PAL. PAL is a viable teaching approach that can be used in speech-language therapy clinical education program to reduce the supervisory burden. The findings from our study show that PAL is largely self-initiated among speech-language therapy students. However, PAL must be tailored to suit different clinical education year levels and clinical settings to benefit. Case discussion may be one area where scaffolded PAL activities could represent a feasible first step to increasing PAL.
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Background and Objective@#Peer-assisted learning (PAL) is an established concept in which students obtain mutual benefits by teaching and learning from each other. In the clinical environment, this often occurs intentionally or unintentionally in various formats such as same level or cross level peer tutoring, peer mentoring, cooperative learning and the like. This study determined the effectiveness of Peer Assisted Learning in achieving identified program outcomes in the curriculum for clerks and postgraduate interns rotating in Otorhinolaryngology specialty. @*Methodology@#Study has 2 parts. Part 1 was a one-group pre-test and post-test design that involved teaching training of 16 PGI to be peer tutors in Otorhinolaryngology Physical Examination (ORL PE) to clerks. Video recorded pre-training baseline and post-training actual skills demonstrations of the PGI were rated. Scores were compared using Wilcoxon Signed Ranks test with p value at 5% level of significance. Part 2 was a randomized controlled single-blind trial of Peer-Led vs. Expert Faculty-Led ORL PE training of 55 clerks. Tutees performed a post training video-recorded skills demonstration assessed by a faculty rater who was blinded as to who among the clerks underwent the PAL-Led or Expert Faculty-Led training. Scores of the tutees in the 2 models of instruction were compared using the Mann-Whitney U-test at 5% level of significance. @*Results@#Part 1 results showed significant improvement in the post-training scores of the 16 PGI in the identified micro skills and ORL PE skills. For Part 2, 33 and 22 clerks underwent PAL-Led and Expert Faculty-Led instruction respectively. Comparison of performance scores of the clerks in the 2 models of instruction showed no significant difference. @*Conclusion@#Teaching training for PGI improved their knowledge, skills and attitude in teaching ORL PE skills to clerks. There was no significant difference in the performance outcomes between clerks that underwent PALLed and Expert Faculty-Led model of instruction.
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Teacher Training , Peer GroupABSTRACT
Physical examination is an important skill that is indispensable for physicians’ practice, but clinical practice tends to be a case dependent experience. In addition, there is not enough opportunity to systematically train the physical examination skills. Hypothesis is driven according to the clinical context. Our objective is to improve hypothesis-driven physical examination skills. Fifth and sixth grade medical students launched an interest group “General Medicine Interest Group” at Chiba University. Flipped classroom and peer teaching were adopted to the General Medicine Interest Group. The educational approach of incorporating flipped classroom and peer-assisted learning was considered useful for improving students’ motivation and physical examination skills. We will report on the activities and their effectiveness.
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@#Didactic lecture promotes passive learning and fails to motivate students. Small group learning has been widely recommended as it helps to refine understanding of complex issues, to solve the problems, develop critical thinking and apply knowledge to new situations. PALS – a “peer assisted learning” mode where in students discuss in groups and learn from each other. They get motivated and set a platform, which encourages them to communicate and do problem solving. The present study was aimed to evaluate the effectiveness of small group teaching (SGT) and peer assisted learning (PAL) approach among pre clinical medical students. Small groups of students were selected for this study out of the big batch of students pursuing 2nd year MBBS program at AIMST University who were undergoing “respiratory system” block. At the end of lecture-based sessions, a few topics were selected for SGT- PAL session. Students were asked to complete the pretest questions on the selected topics and they were then explained the topics selected for this session. Students had SGT PAL on those selected topics. Then they completed the post test questions on the same topic. Responses obtained for the pre- test and post-test questions were analyzed using SPSS using paired t test and the perceptions on their own understanding using marginal homogeneity test, both showed a significant improvement. SGT and PAL approach helped students to improve understanding of important concepts and can be adopted more widely as an alternative to lectures.
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This educational intervention study was conducted in a municipal medical college in Maharashtra, India. 60 rst-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 signicant 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 signicant. The gender differences in the mean marks were not statistically signicant 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.
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Objective To explore the feasibility and effectiveness of peer-assisted learning (PAL) in the clinical probation teaching of orthopaedics in excellent doctors classes. Methods Forty students in the 2014 excellent doctors class in Inner Mongolia Medical University were selected and randomly divided into the experimental group and the control group. The experimental group adopted the PAL teaching mode, and the control group received the ordinary teaching mode . At the end of the internship , theoretical knowledge and practical skills tests were conducted, and self-evaluation and course evaluation were completed in the form of questionnaires. Results The scores of the experimental group in theoretical knowledge and practical skills were higher than those of the control group, and the differences are statistically significant [theoretical scores (97.2±0.7) vs. (90.2±1.3); practical operation scores (98.5±2.4) vs. (89.2±1.5); case analysis (98.1 ±0.8) vs. (92.3 ±2.8), P<0.05]. Students in the experimental group were generally satisfied with their mastering of the basic theoretical knowledges and clinical practice skills of orthopaedics. Conclusion The application of the PAL model in clinical probation teaching not only stimulates students' enthusiasm for learning, but also enhances their eagerness in self-learning;it helps students master the basic theoretical knowledge and clinical skills better in clinical probation.
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Objective To investigate the application effect of the method based on peer-assisted learning (PAL) in venipuncture training.Methods A total of 120 new nurses who worked in Department of Neurology from May 2016 to January 2018 were enrolled and randomly divided into PAL group and control group.The nurses in the PAL group received venipuncture training with the PAL teaching mode,and those in the control group received venipuncture training with the conventional method.Practical operation ability was assessed after one month of training,including the ability to perform venipuncture,communication ability,humanistic care ability,and patient's degree of satisfaction,and a questionnaire survey was conducted to evaluate teaching methods and teaching effect.SPSS 20.0 was used for statistical analysis.Results There were significant differences between the PAL group and the control group in the scores of the ability to perform venipuncture (64.9 ± 3.7 vs 62.8 ± 4.7),communication ability (8.6 ± 1.3 vs 8.0 ± 1.4),humanistic care ability (8.8 ± 1.2 vs 8.2 ± 1.1),and patient's degree of satisfaction (8.8 ± 1.2 vs 8.3 ± 1.2).The questionnaire survey showed that the new nurses were more satisfied with the PAL training method,and the PAL group had significantly better learning efficiency,learning enthusiasm,and problemsolving ability than the control group (P＜0.05).Conclusion The PAL teaching method can improve the practical operation ability of new nurses and help to improve training efficiency and quality,and therefore,it can be used as an important teaching method for venipuncture training for new nurses.
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ABSTRACT Medical education has been significantly changing in the last years, mainly due to new conceptions of the teaching-learning processes that advocate the employment of active methods of learning, such as Team-Based Learning (TBL). Peer-Assisted Learning (PAL) is a long-established strategy that has been used in several undergraduate courses. This study describes a pilot test of a new model of PAL developed with an adapted TBL strategy, that was called "PAL-TBL method". The test occurred during Human Physiology classes with first-year Medical undergraduate students from Universidade de Pernambuco - Garanhuns Campus, Brazil. The PAL-TBL was designed as a teaching-learning methodology to improve academic education. Here, the organizational dynamics and the design of the activities carried out from 2016 to 2017 are reported. The resulting PAL-TBL methodology is characterized as the following: (i) timing I or material preparation (context/scenario) and study/analysis of the material by the participants; (ii) timing II or verification of prior knowledge (individual and team test), questioning and feedback and (iii) timing III or applying the concepts learned. It is worth mentioning that the end of timing II consisted of a moment for evaluating the team's work and the materials used. Material production happened through the interaction between student-tutors and the (supervising) professor, aiming to share experiences as well as to elucidate the importance of using active methods during the academic development of useful competencies for medical practice. The methodology developed allowed students to reflect extensively on the problems presented in the class discussions, allowing for a richer learning experience. Further applications of PAL-TBL in advanced years of the course will be done to confirm the benefits of this hybrid strategy for medical education.
RESUMO A educação médica tem mudado bastante nos últimos anos, principalmente pelo surgimento de novos conceitos relacionados aos processos de ensino-aprendizagem que preconizam o emprego de métodos ativos, tais como a Aprendizagem Baseada em Equipes (ABE), do inglês Team-Based Learning (TBL). A monitoria é uma estratégia bem estabelecida para atividades de ensino que tem sido utilizada em vários cursos de graduação. Esse artigo descreve o teste piloto de um novo modelo de monitoria desenvolvido por meio da adaptação do ABE, então denominado método "PAL-TBL". O método foi aplicado durante as aulas de Fisiologia Humana com os estudantes do primeiro ano do curso de Medicina da Universidade de Pernambuco - campus Garanhuns, Brasil. O método PAL-TBL foi delineado como uma modalidade de ensino-aprendizagem para contribuir para a formação acadêmica dos estudantes de Medicina. Nesse sentido, a dinâmica organizacional e o desenvolvimento das atividades deram-se durante os anos de 2016 e 2017. A metodologia utilizada foi a seguinte: (i) momento I ou de preparação de material (contexto/cenário) e estudo/análise desse material pelos participantes; (ii) momento II de verificação do conhecimento prévio (teste individual e em equipe), levantamento de dúvidas e feedback e (iii) momento III de aplicação dos conceitos. Vale ressaltar que o momento II contou com momento avaliativo do trabalho das equipes e do material preparado. A produção do material, contexto, questões e devolutiva, foi realizada por meio da interação entre os estudantes monitores e o professor, com o intuito de inserir as experiências vividas previamente, bem como elucidar a importância do uso de métodos ativos durante a formação acadêmica para o desenvolvimento de competências úteis para a prática médica. O desenvolvimento da metodologia proposta levou os estudantes a refletirem mais sobre os problemas apresentados durante as discussões em sala de aula, permitindo uma rica experiência de aprendizagem. Aplicações futuras do PAL-TBL com estudantes de anos mais avançados do curso serão realizadas para ampliar os benefícios da estratégia desenvolvida para a formação médica.
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Objective To improve the effectiveness of internship nursing students in infectious diseases by implementing peer teaching method. Methods The nursing students were divided into two groups according to the order of student number. The control group was given the teaching method of the general outline. On the basis of the outline teaching, the experimental group gave counseling and counseling to the students in their professional and psychological aspects. Results There were significant differences between the two groups in terms of the results of the three tests and the theoretical evaluation, and the results of the test group were better than those of the control group (P<0.05). Conclusion Peer- to- peer learning method can improve the practical effect of surgical nursing students in infectious diseases, and can be popularized in a certain extent.
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Objective To analyze the implementation effects of peer-assisted learning on critical thinking ability of undergraduate nursing students. Methods A total of 411 college nursing students were selected with 203 students of Class One, Class Three, and Class Five from Grade 2012 majoring in nursing were taken as the control group, 208 students of Class Two, Class Four, and Class Six as the experimental group. In the course of basic nursing practice, the control group was trained by the traditional practice, and the experimental group was trained by the way of peer mutual aid. Critical thinking disposition inventory Chinese version (CTDI-CV) was adopted to evaluate the level of critical thinking ability of the nursing students of both groups. SPSS 17.0 was used and the data of the two groups were compared by t test. Results The score of experimental group students' critical thinking ability and the score of 7 dimensions including their seeking truth, analysis ability, self-confidence, inquisitiveness, cognitive maturity, open mind and systematic ability were higher than those before the experiment (P<0.05). The total score of the experimental group students' critical thinking ability and the score of 5 dimensions including seeking truth , analysis ability, self-confidence, curiosity and cognitive maturity were higher than those of the control group (P<0.05). Conclusion Peer-assisted learning is beneficial to the improvement of critical thinking ability of nursing undergraduate students.
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Objective To explore the peer assisted learning approach combined with micro-teaching in anesthesia internship for oversea students.Methods 60 international medical students were randomly divided into two groups.Students in the control group have peer guidance before routine theatre observation,while students in experimental group discuss micro-teaching of anesthetic skills with each other by watching real time videos from smart phone.Students' subjective attitudes to new approach were evaluated and their final exam score were analyzed.SPSS 1 1.0 was used for data processing and the data was made descriptive analysis,t test and analysis of variance.Results Students in experimental group did better in both theory exam (46.8 ± 4.03) vs.(35.7 ±6.12) and practice exam (35.2 ± 3.20) vs.(27.6± 4.71) than those in control group,and the total scores of two groups were (80.5 ± 7.40) and (63.1 ± 6.81) respectively.These scores all had significant difference between two groups.More students from experimental group than those from control group feel interested in anesthesiology (P＜0.01) and feel confident about exams (P＜0.05);There was no difference between two groups in understanding clinical guideline (P=0.57).Conclusion Peer assisted learning combined with micro-teaching is proved to enhance the quality of anesthesia teaching during internship for oversea undergraduates.
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Objective To evaluate the effects of peer-assisted learning (PAL) combined with peer feedback in the teaching of operating room nursing. Methods 80 undergraduate nursing students in grade 2012 were assigned to the experimental group (n=40) and control group (n=40) by random number table method. The content of this training is operating room nursing skills. Nursing students in the experimental group received peer-assisted learning combined with peer feedback teaching,while nursing students in the control group received conventional teaching. Results The students′examination scores of the experimental group was (92.25 ± 3.43) obviously higher than that of the control group (89.20 ± 3.55) U=609.500, (P < 0.05), the students' evaluation of the new teaching method was higher than that of the control group (t=-2.76--2.27, P<0.05 or 0.01). Conclusions Peer-assisted learning combined with peer feedback can improve the operational capability of the students in operating room, is helpful to stimulate students′subjective initiative and improve the teaching quality of nursing.
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BACKGROUND: The inclusion of cardiopulmonary resuscitation (CPR) in formal education has been a useful approach to providing basic life support (BLS) services. However, because not all students have been able to learn directly from certified instructors, we studied the educational efficacy of the use of peer-assisted learning (PAL) to train high-school students to perform BLS services. METHODS: This study consisted of 187 high-school students: 68 participants served as a control group and received a 1-hour BLS training from a school nurse, and 119 were included in a PAL group and received a 1-hour CPR training from a PAL leader. Participants' BLS training was preceded by the completion of questionnaires regarding their background. Three months after the training, the participants were asked to respond to questionnaires about their willingness to perform CPR on bystander CPR and their retention of knowledge of BLS. RESULTS: We found no statistically significant difference between the control and PAL groups in their willingness to perform CPR on bystanders (control: 55.2％, PAL: 64.7％,P=0.202). The PAL group was not significantly different from the control group (control: 60.78±39.77, PAL: 61.76±17.80, P=0.848) in retention of knowledge about BLS services. CONCLUSION: In educating high school students about BLS, there was no significant difference between PAL and traditional education in increasing the willingness to provide CPR to bystanders or the ability to retain knowledge about BLS.