Peer-Assisted Learning (PAL): An innovation aimed at engaged learning for undergraduate medical students.

Russell Martins,Rehana Rehman,Farzeen Syed,Hassan Siddiqi,Muhammad Ibrahim,Faiza Alam

doi:10.5455/jpma.29714

Abstract

To evaluate the effectiveness of Peer Assisted Learning in teaching at undergraduate level and to assess its effects on Peer Leaders and Peer Learners. The cross-sectional study was conducted at the Aga Khan University, Karachi, from May to October 2017, and comprised Peer Learners who were trained by faculty members in workshops and pre-run of experiments. Students were divided into two groups; Group A had Peer Learners taught by Peer Leaders, and Group B had those taught by trained lab technologists. Knowledge of the groups was assessed by a quiz using Kahoot. Post-session feedback questionnaires were also filled by the participants. Data was analysed using SPSS 23. There were 10 Peer Leaders with a mean age of 19.5±0.85 years, and 62 Peer Learners with a mean age of 19.08±0.81 years. Among the learners, there were 35(56.5%) males and 27(43.5%) females. Post-session assessment showed a significant difference in the test performance by the two groups (p<0.05). Feedback indicated that the learners found Peer Leaders more accessible than lab staff, leading to enhanced understanding of the subject. Peer-Assisted Learning was found to promote learning by creating an informal student-friendly learning environment.

Highlights

The modern trends in medical education require effective improvements in the methods of teaching to provide a better and holistic educational framework.[1]
The roots of Peer-Assisted Learning (PAL) go back as far as the ancient Greeks who thought of the Peer Leader (PL) as a surrogate teacher with whom they could discuss their ideas and concerns.[2,3]
Curriculum Representatives (CRs) and Faculty Members (FMs) with past experience of conducting interviews for such selection processes shortlisted the PLs impact of the demographics of the subjects on the lab sessions was analysed using Mann-Whitney U test, while Run test was utilised to obtain the results from the responses acquired regarding the PAL sessions

Summary

Introduction

The modern trends in medical education require effective improvements in the methods of teaching to provide a better and holistic educational framework.[1] The roots of Peer-Assisted Learning (PAL) go back as far as the ancient Greeks who thought of the Peer Leader (PL) as a surrogate teacher with whom they could discuss their ideas and concerns.[2,3] The use of PAL has continued through the ages, evolving in its perception and practice. The PL questionnaire effectively, the PLs themselves gain knowledge while included close-ended and open-ended questions related preparing and teaching for PAL sessions.[5] to skills they gained

Subjects and Methods

Discussion

Conclusion