Peer teaching in anatomy at GMERS medical college Gotri, Vadodara, Gujarat, India – student’s opinion
Journal Title: MedPulse -International Medical Journal - Year 2014, Vol 1, Issue 7
Abstract
Background: Teaching and learning of a subject becomes effective when the teacher and student know the purpose of teaching and learning. Active learning is based on self-directed and autonomous teaching methods, whereas passive learning is grounded in instructor taught lectures. In the present study we have trained the students to teach their colleagues on the dissection table simultaneously while doing dissection. A debriefing questionnaire was administered at the end of the peer teaching program. Aims and Objectives: 1. To enhance the preparation of students for the future challenges of our dynamic medical communities by Peer teaching in medical curriculums. 2. To prepare medical students for their role as a teacher by implementing peer teaching programs. 3. To assess the effectiveness of Peer-teaching on medical students Peer-student learners at G.M.E.R.S Medical college, Gotri, Vadodara, Gujarat. Material and Method: The study was conducted in the Department of Anatomy at GMERS Medical College, Gotri, Vadodara, Gujarat, India. The First Year Medical Students were voluntarily selected for peer teaching program. Apart from routine lecture, Demonstration and Practical’s, Peer-teaching on various abdominal organs like kidney, stomach, spleen, testis etc. were allotted to peer teachers. Peer- teachers were well instructed and trained by faculty members. One tutorial per day was taken during dissection hours. At the end of two months all topics were completed. All peer student learners were asked to complete a feedback questionnaire after the peer teaching program. Results: All student learners were encouraged to give suggestions and recommendations for better output. Majority of Students98.6% agreed on following statements: • Tutorial was well prepared and presented by peer teachers. • Peer teaching motivates to learn more in anatomy subject. • Peer teachers had communicated effectively during peer teaching. • Learning environment was improved by peer teaching program. • We like peer teaching. • We will take the help of peer teachers for further guidance in future. • Peer teaching program should be continued next year. • It’s really feel good factor. 97.1% students agreed on following statements: • Peer teaching is an effective approach of learning. • We are impressed by performance of peer teachers. • All tutorials were well organized. • We are interested to participate in peer teaching program. 87.1% students are recommending peer teaching program in anatomy curriculum. While 12.9 % students were against it. 80% students have first experience of peer teaching/learning, but 20% students had attended peer teaching/learning experience at other institute before this peer teaching program. Peer teaching program was enjoyable for 97% students whereas 3% felt it boaring. Conclusion: Peer teaching program can benefit both peer student teachers and peer student learners, we should consider offering peer teaching to all students. Given the demands of future physicians to serve as educators, peer teaching program appears to be an important curricular consideration.
Authors and Affiliations
Shaileshkumar Nagar, Dharati M Kubavat, Ajay Rathva, Padma Varlekar, Darshan Solanki, Kaushik Makwana
Keywords
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