Comparison of Peer Assisted Learning with Traditional Lecture-Based Learning in Anatomy for First Phase MBBS Students

Abstract

Introduction: In medical education, first MBBS has basic medical sciences subject like anatomy, physiology and biochemistry. Anatomy is one which explain morphology and structure of the human body in medical practice. Anatomy plays critical role in physical examination that leads to diagnosis, communication to patients and guides invasive procedures. Learning through interactions, discussing, clarifying doubts will lead for better understanding subject.

Peer assisted learning may be useful to motivate the students. Peer assisted learning leads to positive and significant influence over communication skills, decision making and socialization. As medical professionals work as a team, group behaviour and interpersonal relations through group interaction is important. These soft skills are fulfilled by Peer assisted learning thus producing better study achievement. As not many studies have been done on comparison of Peer assisted learning and traditional learning of anatomy, we have conducted an interventional study on 150 students in the first year MBBS program.                       

Aim and objective: To compare peer assisted learning with traditional method in learning anatomy for first phase MBBS students. To compare the learning satisfaction of the students in Peer assisted learning versus traditional teaching methods.

Materials & Method: The study was conducted among 150 Phase I MBBS students, Anatomy department in Medical College for a period of 5 months. The Gross anatomy sessions were thought using both traditional lecture based and Peer assisted learning. Student’s performance was assessed by comparing between pretest and post-test marks. Students also filled up post session learning satisfaction questionnaire.

Results: There was significant increment in the post test scores when compared to the pre- test scores in both the participants of the didactic lecture (Pre-test score 5.17+ 2.5 and post-test score 8.68+1.7); p= 0.001) as well as Peer assisted learning (Pre-test score 5.79+ 2.5 and Post-test score 8.49+2.05 p= 0.001). A feedback survey showed lecture was a more satisfactory teaching and learning methodology when compared to peer assisted learning methodology.

Conclusion: Peer assisted learning is an effective learning tool for medical students. As it enhances active learning peer assisted learning can be complimentary to didactic lectures.