Peer Assisted Learning: A New Teaching Approach in Undergraduate Medical Students

• Main Authors: R Divya, S Abeetha, S Nedunchezhiyan, S Sadhana
• Format: Article
• Language: English
• Published: JCDR Research and Publications Private Limited 2021-07-01
• Series: Journal of Clinical and Diagnostic Research
• Subjects: educational study; medical education project; teaching-learning methodology
• Online Access: https://jcdr.net/articles/PDF/15081/48267_CE[Ra1]_F[SK]_PF1(JY_SHU)_PFA(JY_KM)_PN(KM).pdf

Introduction: Peer Assisted Learning (PAL) is an innovative teaching learning tool where people from similar social groupings, who are not professional teachers, help each other to learn. Medical Council of India (MCI) recommends improving quality of training of Indian Medical Graduates (IMG) by expanding the role of doctors/IMGs from clinician to communicator, leadership and member of the healthcare team. Aim: To introduce peer assisted learning as new teaching and learning method in first year medical students and to compare the impact of this method on learners with traditional method of learning by Objective Structured Practical Examination (OSPE). Materials and Methods: In this observational study, first year MBBS students were randomly divided into two groups- the regular module and PAL module. In regular module, the students were taught by the faculty. In PAL module, the students were taught by a previously trained final MBBS students. In PAL module, senior medical students were trained on the clinicalpractical topic to be taught. After training, the senior medical students taught their juniors. In the regular module, the junior students were taught the same clinical practical topic by the faculty. At the end of the session, the students were assessed by OSPE. Paired t-test was used for assessing effectiveness of educational methods. The p-value <0.05 was considered statistically significant. Results: Students’ post-test marks in PAL group were higher than the regular module group (12±2.9 vs 9.8±3.5, p<0.01). Majority (70%) of the students agreed that PAL is a better method of learning and develops teaching attitude. Most of the students strongly agreed that PAL provides friendly environment for learning (80%). About 70% of students gave positive response about need of similar sessions in the future. Conclusion: PAL is an interesting and exciting teaching-learning methodology in undergraduate medical training.