|
The effect of using peer teaching in teaching physiology courses on the rate of learning and medical students' viewpoint
|
Majid Khazae   , Ali Emadzadeh , Narjes Shirvani , Nima Shakeri , Mohammad Mohebi |
|
|
|
Abstract: (220 Views) |
Introduction: Education through peer teachers is one of the teaching-learning methods that is being increasingly used in various studies. This study aimed to investigate the use of peer teachers in teaching physiology on medical students' learning and satisfaction rates.
Methods and Materials: This semi-experimental study on medical students of the basic science courses of Mashhad Medical School started from the beginning of the first semester of 1400-1401 and continued for two semesters until the end of the second semester of 1400-1401. Students were divided into two groups: conventional (control) and Peer teaching methods. In the control group, the professor taught the subject according to the routine of the previous years, but in the assistant teacher group, the majority of the teaching was done by the assistant teachers, who were mostly medical students in the internship stage, of course, the professor was in all the sessions in the assistant teacher group. He was present in the class, but except for special cases, he did not interfere in teaching. The average score of the quizzes at the beginning and end of each session, the end-of-semester scores, and the retention rate of the information between the two groups were compared and at the end of the study, the overall satisfaction of the students was assessed by posing the question, "In general, what is How satisfied are you?" Based on 1 to 10 criteria, an interview with a number of students was also conducted to check the quality of this teaching method.
Results: The mean scores of the quizzes in the peer-teaching group were significantly higher than the control group (p<0.05), but there was no significant difference between the two groups in the final exam score. In the PT group, the greatest improvement in grades was in students with a GPA above 17 compared to students with a GPA between 14 and 17 and a GPA less than 14. However, there was no significant difference between students with different GPAs in the control group. Examining the data retention rate showed that the students in the peer-teaching group had a higher score than the control group. 83% of students were highly satisfied with this teaching method.
Conclusion: The use of the peer-teaching method improves motivation among medical students and increases their learning process, in addition to creating satisfaction among them.
|
|
| Keywords: Education, Peer-teaching, Learning, Physiology |
|
|
Full-Text [PDF 258 kb]
(27 Downloads)
|
Type of Study: Research |
Subject:
General
Received: 2024/01/23 | Accepted: 2023/08/1 | Published: 2023/08/1
|
|
|
|
|
|
|
| Send email to the article author |
|
|
|
| Add your comments about this article |
|
|
|
