Is Peer assisted learning better? A modern question to answer: A comparative study.

OBJECTIVE

To determine the effectiveness of peer-assisted learning against expert-assisted learning in terms of scores achieved by medical students, and to assess the perceptions of students about peer-assisted learning.

METHODS

The mixed-method study was conducted at Wah Medical College, Wah Cantonment, Pakistan, from October 2017 to December 2018, and comprised fourth year medical students who were randomised into groups A and B. In the first session the topic 'Data' was taught to group A by a peer and to group B by an expert teacher. In the next session the topic 'Sampling' was taught to group A by an expert teacher and to group B by a peer. Each session was followed by an assessment. Students' views about peer-assisted learning were collected using a predesigned questionnaire. An open-ended question about the role of expert in teaching was also asked from the students. Data was analysed using SPSS 22. Qualitative data was analysed to identify emerging themes.

RESULTS

Of the 80 subjects, 41(51.25%) were group A and 39(48.75%) were in group B. Overall, there were 36(45%) males and 44(55%) females. In the first session, mean group A score was 6.85±1.99 and for group B it was 7.54±1.76 (p>0.05). In the second session, the mean score of group A was 6.12±2.06 and for group B it was 4.82±2.01 (p=0.005).

CONCLUSIONS

Peer-assisted learning was found to be a valuable tool that can be incorporated in the curriculum delivery for easy topics. However the significance of expert's assistance, guidance and feedback cannot be negated.