Khan Ayub Ahmad, Tufail Shazia, Khan Mustafa Ayub, Raza Asim
Ayub Ahmad Khan, MCPS (ENT), FCPS (ENT), MCPS (HPE) Professor and Head of ENT Department and Medical educationist, CMH Lahore Medical College and Institute of Dentistry, Lahore, Pakistan.
Shazia Tufail, MCPS, FCPS, MHPE Associate Professor, Gynae and Obstetrics, CMH Lahore Medical College and Institute of Dentistry, Lahore, Pakistan.
Pak J Med Sci. 2025 Mar;41(3):740-746. doi: 10.12669/pjms.41.3.10968.
To determine the improvement in academic performance of undergraduate medical students by comparing pre- and post- Near Peer Assisted Learning programs (NPAP) academic scores in the subject of Otorhinolaryngology.
Our study was a quasi-experimental pretest-posttest study and it was carried out at CMH Lahore Medical College, Lahore during the 2022-2023 academic year. We worked with 72 fourth-year MBBS students, 24 students took on the role of NPAL tutors, while 48 were tutees. The NPAP included regular sessions that emphasized crucial Otorhinolaryngology topics. We gauged academic performance by comparing pretest scores from the 2nd Module Examination with posttest scores from the Send Up and Annual Examinations. Our data analysis, done through IBM SPSS Statistics, focused on both overall and gender-based performance improvements.
Our study demonstrated that NPAP significantly improved academic scores in Otorhinolaryngology, with NPAL tutors showing higher overall improvements in scores. Gender based comparison showed that in both groups of NPAL Tutors and NPAL Tutees, female students scored slightly better than males. The P-value less than 0.001 validated the improvement in academic scores of both NPAP groups of Tutors and Tutees displaying the effectiveness of NPAP as an educational intervention at undergraduate level in the subject of Otorhinolaryngology.
NPAP has shown significant impact on improvement of Academic Performance in undergraduate medical students in the subject of Otorhinolatngology at CMH Lahore Medical College.
通过比较本科医学生在耳鼻喉科近同伴辅助学习项目（NPAP）前后的学术成绩，确定其学业成绩的提高情况。
我们的研究是一项准实验性的前测-后测研究，于2022-2023学年在拉合尔的CMH拉合尔医学院进行。我们与72名四年级医学学士学生合作，其中24名学生担任NPAL导师，48名是受辅导者。NPAP包括强调耳鼻喉科关键主题的常规课程。我们通过比较第二次模块考试的前测成绩与升学考试和年度考试的后测成绩来衡量学业成绩。我们通过IBM SPSS Statistics进行数据分析，重点关注整体和基于性别的成绩提高情况。
我们的研究表明，NPAP显著提高了耳鼻喉科的学术成绩，NPAL导师的成绩总体提高幅度更大。基于性别的比较表明，在NPAL导师组和NPAL受辅导者组中，女生的成绩都略高于男生。P值小于0.001证实了NPAP导师组和受辅导者组的学术成绩都有所提高，显示了NPAP作为本科水平耳鼻喉科教育干预措施的有效性。
在CMH拉合尔医学院，NPAP对本科医学生在耳鼻喉科的学业成绩提高产生了显著影响
