Peer-assisted learning versus didactic teaching in osteology for first-year Indian undergraduate medical students: a quasi-experimental study

• Published in: Surgical and radiologic anatomy (English ed.) Vol. 41; no. 10; pp. 1163 - 1171
• Main Authors: Anantharaman, Lakshmi Trikkur, Ravindranath, Yogitha, Dayal, Stephen, Shankar, Nachiket
• Format: Journal Article
• Language: English
• Published: Paris Springer Paris 01.10.2019; Springer Nature B.V
• Subjects: Anatomy; Cross-Over Studies; Education, Medical, Undergraduate - methods; Educational Measurement - statistics & numerical data; Female; Humans; Imaging; India; Learning; Male; Medical students; Medicine; Medicine & Public Health; Orthopedics; Osteology - education; Peer Group; Program Evaluation; Quasi-experimental methods; Questionnaires; Radiology; Students; Students, Medical - psychology; Students, Medical - statistics & numerical data; Surgery; Surveys and Questionnaires - statistics & numerical data; Teaching; Teaching Anatomy; India; First-year undergraduate medical students; Didactic teaching; Peer-assisted learning; Osteology; India
• ISSN: 0930-1038; 1279-8517
• DOI: 10.1007/s00276-019-02259-y

Purpose The utility of peer-assisted learning (PAL) in anatomy education has been recognized. In this study, PAL was incorporated into osteology teaching for the first-year medical students and compared to traditional didactic methods (TDM). Methods This was a cross-over intervention study. The class of 60 students was divided into two equal groups. The first group underwent PAL for five upper limb osteology sessions and TDM for all lower limb osteology classes. The second group underwent TDM for five upper limb osteology classes and PAL for lower limb osteology classes. A pre-session test (PrST) and post-session test (PoST) were conducted for each session using multiple choice type questions. Perceptions of students about PAL were collected using a questionnaire. Between and within group differences were estimated using the independent sample T test and paired T test, respectively. The responses in the questionnaire were summarized and open-ended responses categorized into broad themes. Results Greater group differences were noted in the PrST as compared to the PoST mean scores, with the PAL group showing higher mean scores for both upper and lower limb sessions. Significantly higher PoST scores compared to PrST scores for all the sessions were observed regardless of the method used. Significantly higher scores in the PrST or PoST scores were noted in the PAL group for five sessions. Most aspects of PAL were appreciated by the students. Conclusions This study provides evidence that PAL is at least as effective as TDM in learning osteology among the first-year medical students.