Grover Sumit, Sood Neena, Chaudhary Anurag
Department of Pathology, Dayanand Medical College and Hospital, Ludhiana, Punjab, India.
Department of Social and Preventive Medicine, Dayanand Medical College and Hospital, Ludhiana, Punjab, India.
Educ Health (Abingdon). 2017 May-Aug;30(2):126-132. doi: 10.4103/efh.EfH_267_16.
Peer-assisted learning (PAL) is a teaching-learning method in which students act as peer teachers and help other students to learn while also themselves learning by teaching. PAL through modified interest building activities (MIBAs) is seldom tried in teaching pathology in medical colleges. This study aimed to evaluate the usefulness of peer teaching using MIBA, obtain feedback from students, and compare different activities with each other and with traditional teaching-learning methods.
An interventional pilot study was conducted in 2 months on the 2nd MBBS undergraduates learning pathology at a medical college in North India. Students acted as peer teachers and performed different MIBAs including role plays, demonstration of pathogenesis through props, student-led seminars such as PowerPoint teaching, blackboard teaching, multiple choice question seminars, case-based learning (CBL) exercises, and quizzes before teaching sessions. Feedback was obtained through structured questionnaires on a 5-point Likert scale. Paired t-test was used to compare traditional teaching with MIBAs, and Friedman test was used to compare among different MIBAs.
Students found ease of understanding and the interaction and involvement of students as the most important benefits of PAL. MIBAs increased voluntary participation, coordination, teamwork, shared responsibility, and group dynamics among students. Quiz sessions followed by PowerPoint seminars and prop demonstrations received highest mean scores from students on most of the parameters. Quizzes, blackboard teaching, prop activities, and CBL helped students understand topics better and generated interest. Learners advocated for making MIBAs and PAL compulsory for future students.
PAL complemented by MIBAs may be adopted to make teaching-learning more interesting and effective through the active involvement and participation of students.
同伴辅助学习（PAL）是一种教学方法，即学生充当同伴教师，帮助其他学生学习，同时自己也通过教学来学习。通过改进兴趣培养活动（MIBAs）进行同伴辅助学习在医学院病理学教学中很少尝试。本研究旨在评估使用MIBA进行同伴教学的有效性，获取学生的反馈，并将不同活动相互比较以及与传统教学方法进行比较。
在印度北部一所医学院对学习病理学的本科二年级医学学士学生进行了为期2个月的干预性试点研究。学生充当同伴教师，在教学前进行不同的MIBAs，包括角色扮演、通过道具演示发病机制、学生主导的研讨会如PowerPoint教学、黑板教学、多项选择题研讨会、基于案例的学习（CBL）练习和测验。通过5点李克特量表的结构化问卷获取反馈。配对t检验用于比较传统教学与MIBAs，弗里德曼检验用于比较不同的MIBAs。
学生们发现易于理解以及学生之间的互动和参与是同伴辅助学习最重要的益处。MIBAs增加了学生的自愿参与、协调、团队合作、共同责任和群体活力。测验环节之后是PowerPoint研讨会和道具演示，在大多数参数上从学生那里获得了最高平均分。测验、黑板教学、道具活动和CBL帮助学生更好地理解主题并激发了兴趣。学习者主张将MIBAs和同伴辅助学习作为未来学生的必修课。
通过学生的积极参与和投入，以MIBAs为补充的同伴辅助学习可以使教学更有趣且有效。
