Peer-assisted learning versus didactic teaching in osteology for first-year Indian undergraduate medical students: a quasi-experimental study.
Purpose: The utility of peer-assisted learning (PAL) in anatomy education has been recognized. In this study, PAL was incorporated into osteology teaching for the first-year medical students and compared to traditional didactic methods (TDM). Methods: This was a cross-over intervention study. The cl...
| Published in: | Surgical & Radiologic Anatomy Vol. 41; no. 10; pp. 1163 - 1172 |
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| Main Authors: | , , , |
| Format: | Journal Article |
| Published: |
Springer Nature
Oct2019
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=138935325&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 138935325 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09301038 O1L jtl: Surgical & Radiologic Anatomy issn: 09301038 maglogo: N pubinfo: dt: Oct2019 vid: 41 iid: 10 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 138935325 143956662 10.1007/s00276-019-02259-y 138935325 ppf: 1163 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Peer-assisted learning versus didactic teaching in osteology for first-year Indian undergraduate medical students: a quasi-experimental study. aug: au: Anantharaman, Lakshmi Trikkur Ravindranath, Yogitha Dayal, Stephen Shankar, Nachiket affil: Department of Anatomy, St. John's Medical College, Sarjapur Road, 560034, Bangalore, Karnataka, India sug: ab: Purpose: The utility of peer-assisted learning (PAL) in anatomy education has been recognized. In this study, PAL was incorporated into osteology teaching for the first-year medical students and compared to traditional didactic methods (TDM). Methods: This was a cross-over intervention study. The class of 60 students was divided into two equal groups. The first group underwent PAL for five upper limb osteology sessions and TDM for all lower limb osteology classes. The second group underwent TDM for five upper limb osteology classes and PAL for lower limb osteology classes. A pre-session test (PrST) and post-session test (PoST) were conducted for each session using multiple choice type questions. Perceptions of students about PAL were collected using a questionnaire. Between and within group differences were estimated using the independent sample T test and paired T test, respectively. The responses in the questionnaire were summarized and open-ended responses categorized into broad themes. Results: Greater group differences were noted in the PrST as compared to the PoST mean scores, with the PAL group showing higher mean scores for both upper and lower limb sessions. Significantly higher PoST scores compared to PrST scores for all the sessions were observed regardless of the method used. Significantly higher scores in the PrST or PoST scores were noted in the PAL group for five sessions. Most aspects of PAL were appreciated by the students. Conclusions: This study provides evidence that PAL is at least as effective as TDM in learning osteology among the first-year medical students. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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