Sweni S1, Kalpana R1, Hemansi K1, Hetanshi P1
1CHARUSAT, Ashok & Rita Patel Institute of Physiotherapy, Changa, India
Background: One of notable initiatives in improving the academic performance is to use the abilities of students to learn together in a new and effective system of peer learning. Peer learning strategies encompass a few different types of learning techniques both in and out of the classroom, including peer tutoring, small and large groups for class discussion, online discussion and feedback. These methods have been proven effective in helping with student's academic and social skills. With peer learning, students get opportunity to interact more freely and with less pressure when in group settings and while student discussion. These strategies encourage greater communication among students and lead to increased academic success.
Purpose: (i) To evaluate the efficacy of peer learning in undergraduate physiotherapy students.
(ii) To assess the improvement in social interaction as well as communication skills of students.
Methods: A single group pre-post quasi experimental design was used. We recruited students in 3rd year physiotherapy program from an Indian University. A total of 17 students, aged between 19- 21, who scored less than 40% marks in previous examination (first internal exam) participated in the study. A group of five students enrolled to a particular course were allocated to a student from the same class who volunteered to lead the group. Peer learning was delivered in five sessions with each session lasting 60 minutes. A teacher who was blinded to the identification of students' participation in the peer learning session conducted and evaluated student's performance using written examination immediately after completion of peer learning session. Students performance in written examination after the completion of peer learning sessions (second internal exam) were compared with previous exam results (first internal exam) using paired t test. To collect data on social interaction and communication skill a questionnaire was administered after completion of all sessions.
Results: There was a significant difference between the scores obtained before and after peer learning sessions (p 0.01). The mean change scores obtained by students before and after peer learning sessions are 4.6 marks out of 30 (15.49%). The descriptive analysis of the group self-evaluation checklist showed 59% of the students agreed that their group was well prepared and majority of the group members helped keep the group on task. Furthermore, more than 53% of the students agreed that their group led the peer teaching class well, and they were satisfied with the performance of the group. 53% of students were strongly agreed that the group understood the task well.
Conclusion(s): Peer-learning method has potential to improve academic performance among physiotherapy students especially for slow learners. Further, Peer-learning might also promote students' social interaction and communication skills.
Implications: The result of this study encourage physiotherapy program administrators and teachers to discuss and explore the feasibility and usefulness of peer-learning method in becoming an integral part of curriculum delivery methods.
Keywords: Peer learning, Undergraduate physiotherapy students
Funding acknowledgements: N/A
Purpose: (i) To evaluate the efficacy of peer learning in undergraduate physiotherapy students.
(ii) To assess the improvement in social interaction as well as communication skills of students.
Methods: A single group pre-post quasi experimental design was used. We recruited students in 3rd year physiotherapy program from an Indian University. A total of 17 students, aged between 19- 21, who scored less than 40% marks in previous examination (first internal exam) participated in the study. A group of five students enrolled to a particular course were allocated to a student from the same class who volunteered to lead the group. Peer learning was delivered in five sessions with each session lasting 60 minutes. A teacher who was blinded to the identification of students' participation in the peer learning session conducted and evaluated student's performance using written examination immediately after completion of peer learning session. Students performance in written examination after the completion of peer learning sessions (second internal exam) were compared with previous exam results (first internal exam) using paired t test. To collect data on social interaction and communication skill a questionnaire was administered after completion of all sessions.
Results: There was a significant difference between the scores obtained before and after peer learning sessions (p 0.01). The mean change scores obtained by students before and after peer learning sessions are 4.6 marks out of 30 (15.49%). The descriptive analysis of the group self-evaluation checklist showed 59% of the students agreed that their group was well prepared and majority of the group members helped keep the group on task. Furthermore, more than 53% of the students agreed that their group led the peer teaching class well, and they were satisfied with the performance of the group. 53% of students were strongly agreed that the group understood the task well.
Conclusion(s): Peer-learning method has potential to improve academic performance among physiotherapy students especially for slow learners. Further, Peer-learning might also promote students' social interaction and communication skills.
Implications: The result of this study encourage physiotherapy program administrators and teachers to discuss and explore the feasibility and usefulness of peer-learning method in becoming an integral part of curriculum delivery methods.
Keywords: Peer learning, Undergraduate physiotherapy students
Funding acknowledgements: N/A
Topic: Education: methods of teaching & learning
Ethics approval required: No
Institution: N/A
Ethics committee: N/A
Reason not required: Study consist student participants.
All authors, affiliations and abstracts have been published as submitted.
