Evaluation of Peers, in Short Physiological Reasoning Questions, as a Tool for Academic Self Improvement amongst First Year Medical Undergraduates!
Journal Title: International Journal of Contemporary Medical Research - Year 2017, Vol 4, Issue 8
Abstract
Introduction: Physiology seems generally difficult and so less interesting for medical undergraduates. New strategies are required for students to realise defects and to improve learning and answering. This study assess the role of guided Evaluation of their Peers, using short Physiological reasoning questions, in enabling academic self improvement, amongst first year medical undergraduates. Material and Methods: This educational interventional study had 6 Pretest sessions, each with 5 short Physiological reasoning questions, from prior informed systems. Each Pretest had 2 subgroups; Direct and After Referring. For Pretest-After refer sessions, from prior provided list of 10 questions, for referring and learning answers, 5 questions were given as test. Pretest-Direct sessions had different 5 questions, from same systems. After test, along with discussion by investigator, using provided answer key, main points, marks distribution were stressed. Students evaluated their nearby peer’s paper, faced dilemma of evaluator, finally got back own paper, saw missed points and realised mistakes. Finally 2 PostTest sessions each of 10 reasoning questions picked up from prior Pretests, taking half portions was conducted, evaluated by investigator alone. Also quiz type Competition of same participants as 2 teams, each discussed and presented answers and opposite team awarded marks. Results: Mean scores of students as evaluator were higher compared to teacher in most sessions. No significant expected improvement was seen in scores of Pretest- After referring compared to Direct sessions (N=57) by Paired T test, since they had not referred portions. Scores awarded by investigator showed significant improvement from both PreTest-Direct and PreTest-After refer subgroups, when compared with both Post Tests and Competitions (N=8) respectively, P<0.01, by Paired T test. Conclusion: Making students evaluators for their peers, enables realisation of shortcomings in answering of peers and is a tool enabling significant improvement in learning and answering content of genuinely interested students. Peer participation in active learning, like in competition session of this study, can be the promising better solution for expected academic excellence for newer generation medical graduates.
Authors and Affiliations
Anita Sidharthan, Karthika M
Keywords
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