| Summary: | Background: Peer teaching is a teaching method widely applied in many medical
institutions. This research was designed to evaluate group discussion effectiveness,
intrinsic motivation, and student achievement difference between peer
tutor�facilitated students and faculty tutor�facilitated students.
Methods: This research used an experimental design post�test only control group
during the implementation of third and fourth module of the Cardiovascular Block
(consist of five modules). Fifty-nine third year students were randomly assigned into
two groups. Three experimental groups (n= 30) was facilitated by peer tutors (PT)
and three control groups (n= 29) was facilitated by faculty tutors (FT). Two students
were randomly elected from each PT group as peer tutor. A six hour training was
given to the peer tutors. In the end of the third and fourth module, group discussion
effectiveness, intrinsic motivation, and student achievement in those modules were
evaluated using TGEI questionnaire, IMI questionnaire, and 20 multiple choice
questions, respectively. Mean differences between groups were measured by
Cohen's d with the practical significance at Cohen's d > 1.
Results: There was no practical significant differences of group discussion
effectiveness (Cohen�s d= -0.41) and intrinsic motivation (Cohen�s d= -0.83)
between two groups. Practical significant difference in student achievement is found
between those groups, peer tutor�facilitated students score higher than faculty
tutor�facilitated students (Cohen�s d= 2.96). Peer tutors showed higher
achievement than discussants (Cohen�s d= 1.86).
Conclusion: The results showed that peer tutor can facilitated group discussion as
well as faculty tutor in group discussion effectiveness, intrinsic motivation and
student achievement paramaters. There was advantage for students who given role
as peer tutor.
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