Peer Assisted Tutorial to cultivate self-directed learning practice among first year medical students in Anatomy
Journal Title: Indian Journal of Clinical Anatomy and Physiology - Year 2016, Vol 3, Issue 2
Abstract
Background & Objectives: Anatomy is the foundation stone of medical education upon which knowledge is built over time. Tutorials are a part of curriculum along with routine dissection and practical in teaching anatomy. A conventional tutorial lacks active learning habits among students. Knowledge explosion demands the students to inculcate self-directed learning habits from the beginning of medical education. Peer assisted tutorials is one such strategy to imbibe self-directed learning culture. Methodology: The study was conducted on regular tutorial batch of 25 students in 2 groups (group A & B) with 2 topics (brachial plexus & mammary gland) by cross over method. Pre and post test was administered followed by immediate feedback questionnaire. Results: The study revealed improvement in post test scores of both group but statistically significant in study groups. There was significant improvement in comparison of post test scores between study and control wings of group A (brachial plexus) but not in group B (mammary gland). The questionnaire revealed peer learning was active, interactive which fostered in depth understanding of subject in a non-threatening learning environment. Interpretation & Conclusion: The benefits and drawbacks of the innovation are discussed and compared with earlier studies. Peer learning supports the saying “to teach is to learn twice” which is evident from this study.
Authors and Affiliations
Deepa Bhat, Pushpalatha K
Keywords
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