Sarwar Shahid, Tarique Shandana
Department of Medicine, Gujranwala Medical College, Gujranwala.
J Coll Physicians Surg Pak. 2016 Jul;26(7):573-6.
To compare student-tutor guided peer-assisted learning (STPAL) and resident-tutor guided peer-assisted learning (RTPAL) for its impact on performance of students in summative assessment.
Quasi-experimental study.
Gujranwala Medical College, from February to September 2015.
Four batches each of final year MBBS students were first trained for clinical skills by resident-tutors for 2 weeks and had a pre-test. Two students with highest marks were selected as student-tutors. Half of the batch had a further 2 weeks skill training by the student-tutors while other half by resident-tutor, post-test was carried out after 2 weeks. Improvement in scores was compared between STPAL and RTPAL groups, using unpaired student t-test. The batch underwent same intervention for the next month with cross-over of STPAL and RTPAL groups.
Study population was 152 out of expected 188 as batch D underwent the study only once and 13 students were either absent or had decline in scores, so were excluded. Among 74 (48.68%) STPALand 78 (51.23%) RTPAL students, median improvement in scores was 8 for STPAL group as compared to 7 for RTPALgroup; the difference was not statistically significant (p= 0.61).
Student-tutor guided peer-assisted learning is as effective as resident-tutor peer assisted learning in improving performance of the students.
比较学生导师指导的同伴辅助学习（STPAL）和住院医师导师指导的同伴辅助学习（RTPAL）对学生总结性评估成绩的影响。
准实验研究。
古杰兰瓦拉医学院，2015年2月至9月。
四批MBBS最后一年的学生首先由住院医师导师进行为期2周的临床技能培训并进行预测试。挑选出成绩最高的两名学生作为学生导师。一半学生由学生导师进行另外2周的技能培训，另一半由住院医师导师培训，2周后进行后测。使用非配对学生t检验比较STPAL组和RTPAL组的成绩提高情况。该批次学生在下个月接受相同干预，STPAL组和RTPAL组交叉。
预期的188名学生中，研究对象为152名，因为D批次只进行了一次研究，13名学生要么缺席要么成绩下降，所以被排除。在74名（48.68%）STPAL学生和78名（51.23%）RTPAL学生中，STPAL组成绩的中位数提高为8分，而RTPAL组为7分；差异无统计学意义（p = 0.61）。
在提高学生成绩方面，学生导师指导的同伴辅助学习与住院医师导师指导的同伴辅助学习同样有效。
