1Associate Professor, Department of Pharmacology, Gujarat Adani Institute of Medical Sciences, Krantiguru Shyamji Krishna Verma Kachchh University, Bhuj, Gujarat, India
2Assistant Professor, Department of Pharmacology, Gujarat Adani Institute of Medical Sciences, Krantiguru Shyamji Krishna Verma Kachchh University, Bhuj, Gujarat, India
3Professor of Pharmacology, Dean, Gujarat Adani Institute of Medical Sciences, Krantiguru Shyamji Krishna Verma Kachchh University, Bhuj, Gujarat, India
*Corresponding author email: tejaskhakhar@gmail.com
Online published on 16 January, 2019.
The conventional didactic lectures may not offer adequate learning environment for all students. So, there is a need for evolving a teaching-learning (TL) method to facilitate learning among the medical students.
To facilitate learning by implementing peer-teaching method in addition to didactic lectures in pharmacology for second year medical students.
It was a prospective, interventional and randomised controlled study in second year professional M.B.B.S. students of GujaratAdani Institute of Medical Sciences (GAIMS), Bhuj, Gujarat, India. Based on first year University examination results, 30 high-scoring students were screened and sensitised as teacher-students and 30 (out of 60) randomised lowscoring students as learner-students to get peer-teaching and remaining 30 low-scorers as control group. Pre-test assessment of all participants was conducted with pre-decided topics by subject experts. Same topics were provided to both peer-teaching and control groups to be prepared in 8 weeks. At the end, post-test assessment was conducted. Statistical analysis using ‘paired t-test’ (to compare individual performance of all participants) and ‘unpaired t-test’ (to compare percentage difference of low-scoring students with and without peer-teaching) using Graph Pad Prism software version 7.01 was done.
The mean score difference of 30 high-scoring students was 6.6 ± 4.53 (p<0.0001). The mean score difference of 30 low-scoring students with peer-teaching was 8.63 ± 5.94 (p<0.0001) and of 30 low-scoring students without peer-teaching was 4.27 ± 3.71 (p<0.0001). But the mean percentage difference among low-scoring students with peer-teaching was statistically very significant (p=0.0014) as compared with that of without peer-teaching. Majority of the students were agreed for effectiveness of this TL method.
Peer-teaching is a useful TL method, which facilitates learning among the medical students.
Peer-teaching, Teaching-learning method, Each one-teach one, Medical students, Pharmacology
