Evaluation of the efficacy of peer-learning method in nutrition students of Shiraz University of Medical Sciences
Introduction: One of notable initiatives in improving the academic education is to use the abilities of students to learn together in a new and effective system of peer learning. In this regard, Education Development Center in Shiraz University of Medical Sciences proceed to implementation and st...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Shiraz University of Medical Sciences
2014-04-01
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| Series: | Journal of Advances in Medical Education and Professionalism |
| Subjects: | |
| Online Access: | http://jamp.sums.ac.ir/index.php/JAMP/article/view/90 |
| Summary: | Introduction: One of notable initiatives in improving the academic education
is to use the abilities of students to learn together in a new and effective system
of peer learning. In this regard, Education Development Center in Shiraz
University of Medical Sciences proceed to implementation and study of the
curriculum and teaching methods course in the form of peer learning for college
students of nutrition science and survey the efficacy of this implementation.
Methods: This study was conducted two parts: qualitative and quantitative
survey. A quasi-experimental, pre-test/post-test research was used in
quantitative part. In this study, whole groups of undergraduate nutrition
students in courses of study and learning techniques with the help of teachers
held a course and took a part in a competition in 15 major subjects of study
and learning methods. The study lasted for two-week sessions and whole of
nutrition students were included. We used pair t test for comparison pre test
and post test in this study.
Results: In the quantitative part of the study, the results showed a significant
difference between pre-test (0.0346±0.108) and post-test scores (0.809±0.187)
of the students. This means that the level of knowledge of students, who
participated in this course, has significant difference before and after the peer
learning course (pair t-test=1.010, p=0.002). The results of the quality survey
of the training course also indicated satisfaction of participants and necessity
of teacher’s presence and control during the courses.
Conclusions: The results of this study confirm the results of the previous
studies, emphasizing numerous positive effects of peer learning methods in
the academic community. The results also suggest that peer learning is effective
in the enhancement of the students’ confidence and learning. Peer learning also
helps the students to develop their future responsibilities. |
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| ISSN: | 2322-2220 2322-3561 |