An Innovative Way to Teach Anatomy in Integration: Near Peer Assisted Learning

Autor: Shazia Muazam , Ayesha Baqar , Zarmina Sohail , Samina Anjum
Jazyk: angličtina
Rok vydání: 2021
Předmět:
Zdroj: Journal of Islamic International Medical College, Vol 16, Iss 2, Pp 122-127 (2021)
Druh dokumentu: article
ISSN: 1815-4018
2410-5422
38461382
Popis: Objective: To implement and evaluate Near peer-assisted learning (NPAL) in Small group discussions (SGD) to build correlation of anatomy and clinical sciences. Study Design: A quantitative descriptive study. Place and Duration of Study: Study was conducted in Anatomy department for a period of 4 months. Materials and Methods: Entire first year MBBS class (100 students) was included as Near peer learners (NPL) and 3 students of second year MBBS session who had secured more than 60% marks throughout first year assessments and in summative exam were included as Near peer tutors (NPT). NPAL was applied in small groups to correlate upper limb nerve injuries site of lesion with their symptoms. First year was divided into 6 batches with 12 to 15 students each. In first SGD 3, batches attended session with junior faculty while 3 with NPTs, both having same learning objectives regarding 4 upper limb nerves and their injuries. In second SGD the subgroups were flipped and exposed to same strategy where 3 new upper limb nerves and their injury sites were taught. Thus entire First year students were taught seven upper limb nerves overall, half exposed to NPAL for one set of nerves and second half of class exposed to NPAL for second set of nerves. Pre and post SGD MCQs were administered in each SGD to see the cognitive gain of learners. At the end of second SGD a 5 point Likert scale questionnaire was used to assess learners' perception regarding NPAL. Results: Analysis of pre & post SGD MCQ tests mean score of faculty and NPT taught sessions in both SGDs was found to be higher when taught by tutor though not statistically significant. Paired t test and Pearson correlation applied to questionnaire on SPSS version 21 showed that concept building and comprehension was almost equivalent in both while learning environment was found to be more conducive when taught by NPTs. The learners also felt better prepared for exam when taught by NPT. Conclusion: NPAL, when used in small groups, is found to be equivalently useful and effective learning strategy regarding concept building and comprehension of complex concepts of anatomy and its correlation with Clinical sciences. The learners have shown cognitive gain and are satisfied with near peer tutors teaching in small groups.
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