Peer-assisted learning: A boon in disguise
Context: The study was carried out to ascertain the effectiveness of peer-assisted learning (PAL) as compared to teacher-assisted learning. Aims: The aim of this study is to determine the efficacy of PAL for the first MBBS students. Settings and Design: A retrospective analytical study on medical ed...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Wolters Kluwer Medknow Publications
2018-01-01
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| Series: | Medical Journal of Dr. D.Y. Patil Vidyapeeth |
| Subjects: | |
| Online Access: | http://www.mjdrdypv.org/article.asp?issn=2589-8302;year=2018;volume=11;issue=2;spage=108;epage=114;aulast=Gupta |
| _version_ | 1811263168969703424 |
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| author | Rajshree Rajulkumar Gupta Ritu Sharma Karuna Datta |
| author_facet | Rajshree Rajulkumar Gupta Ritu Sharma Karuna Datta |
| author_sort | Rajshree Rajulkumar Gupta |
| collection | DOAJ |
| description | Context: The study was carried out to ascertain the effectiveness of peer-assisted learning (PAL) as compared to teacher-assisted learning. Aims: The aim of this study is to determine the efficacy of PAL for the first MBBS students. Settings and Design: A retrospective analytical study on medical education was conducted at a medical college in North India. Materials and Methods: The study had two activities. In the first, six students of the same batch were randomly selected to conduct a peer-guided symposium. A total of 83 students participated in this activity as experimental group. For the second activity, 54 students participated as a control group for a tutorial class conducted by two faculty members. In both activities, a questionnaire pertaining to the topic was given before and after the activity, and scores obtained were taken as pre- and post-activity scores, respectively. Change in performance, understanding, and knowledge was assessed. Statistical Analysis Used: Pre- and post-activity scores were compared using t-test. Mann–Whitney U-test was used to determine which activity was better. Results: Both activities showed a significant improvement in postactivity scores (P < 0.001) indicating that both activities are comparable and effective; however, improvement was better in teacher-assisted tutorial as compared to peer-assisted symposium (P < 0.001). Conclusions: Improvement in postactivity score of peer-assisted symposium showed that PAL may be implemented under the guidance of a teacher. |
| first_indexed | 2024-04-12T19:39:50Z |
| format | Article |
| id | doaj.art-9864fbc7bcd54de89e7e546a6a84094f |
| institution | Directory Open Access Journal |
| issn | 2589-8302 2589-8310 |
| language | English |
| last_indexed | 2024-04-12T19:39:50Z |
| publishDate | 2018-01-01 |
| publisher | Wolters Kluwer Medknow Publications |
| record_format | Article |
| series | Medical Journal of Dr. D.Y. Patil Vidyapeeth |
| spelling | doaj.art-9864fbc7bcd54de89e7e546a6a84094f2022-12-22T03:19:07ZengWolters Kluwer Medknow PublicationsMedical Journal of Dr. D.Y. Patil Vidyapeeth2589-83022589-83102018-01-0111210811410.4103/MJDRDYPU.MJDRDYPU_172_17Peer-assisted learning: A boon in disguiseRajshree Rajulkumar GuptaRitu SharmaKaruna DattaContext: The study was carried out to ascertain the effectiveness of peer-assisted learning (PAL) as compared to teacher-assisted learning. Aims: The aim of this study is to determine the efficacy of PAL for the first MBBS students. Settings and Design: A retrospective analytical study on medical education was conducted at a medical college in North India. Materials and Methods: The study had two activities. In the first, six students of the same batch were randomly selected to conduct a peer-guided symposium. A total of 83 students participated in this activity as experimental group. For the second activity, 54 students participated as a control group for a tutorial class conducted by two faculty members. In both activities, a questionnaire pertaining to the topic was given before and after the activity, and scores obtained were taken as pre- and post-activity scores, respectively. Change in performance, understanding, and knowledge was assessed. Statistical Analysis Used: Pre- and post-activity scores were compared using t-test. Mann–Whitney U-test was used to determine which activity was better. Results: Both activities showed a significant improvement in postactivity scores (P < 0.001) indicating that both activities are comparable and effective; however, improvement was better in teacher-assisted tutorial as compared to peer-assisted symposium (P < 0.001). Conclusions: Improvement in postactivity score of peer-assisted symposium showed that PAL may be implemented under the guidance of a teacher.http://www.mjdrdypv.org/article.asp?issn=2589-8302;year=2018;volume=11;issue=2;spage=108;epage=114;aulast=GuptaPeer-assisted learningpre- and post-activity scoresquestionnairesymposiumtutorial |
| spellingShingle | Rajshree Rajulkumar Gupta Ritu Sharma Karuna Datta Peer-assisted learning: A boon in disguise Medical Journal of Dr. D.Y. Patil Vidyapeeth Peer-assisted learning pre- and post-activity scores questionnaire symposium tutorial |
| title | Peer-assisted learning: A boon in disguise |
| title_full | Peer-assisted learning: A boon in disguise |
| title_fullStr | Peer-assisted learning: A boon in disguise |
| title_full_unstemmed | Peer-assisted learning: A boon in disguise |
| title_short | Peer-assisted learning: A boon in disguise |
| title_sort | peer assisted learning a boon in disguise |
| topic | Peer-assisted learning pre- and post-activity scores questionnaire symposium tutorial |
| url | http://www.mjdrdypv.org/article.asp?issn=2589-8302;year=2018;volume=11;issue=2;spage=108;epage=114;aulast=Gupta |
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