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International Journal of Recent Trends in Science and Technology, ISSN 2277-2812 E-ISSN: 2249-8109
Volume 9, Issue 2, December 2013 pp 211-214
Peer Teaching in Anatomy at GMERS Medical College Gotri, Vadodara, Gujarat, India – Peer Teacher’s Opinion
Shaileshkumar Nagar1, Dharati M. Kubavat2, Kanan Uttekar3, Dipali Trivedi4, Darshan Solanki1
1GMERS Medical College, Gotri, Vadodara, Gujarat, INDIA.
2 MP Shah Medical College, Jamnagar, Gujarat, INDIA.
3SMIMER Medical College, Surat, Gujarat, INDIA.
4 BJ Medical college,Ahmedabad,Gujarat,INDIA.
Academic Editor : Dr. Aher K.R.
Background: Teaching is an important skill for future residency training and practice; Teaching and learning of a subject becomes effective when the teacher and student know the purpose of teaching and learning. Active learning is based on self-directed and autonomous teaching methods, whereas passive learning is grounded in instructor taught lectures. In the present study we have trained the students to teach their colleagues on the dissection table simultaneously while doing dissection. A debriefing questionnaire was administered at the end of the peer teaching program.
Aims And Objectives:
- To enhance the preparation of students for the future challenges of our dynamic medical communities by Peer teaching in medical curriculums.
- To prepare medical students for their role as a teacher by implementing peer teaching programs,
- To achieve the essential styles of teaching, particularly how to speak to your audience, maintain their attention, provide guided facilitation of discussions, assess your audience’s understanding and trouble shoot basic student/teacher incompatibilities would benefit the dynamics of the peer teacher–learner interaction, and
- To assess the effectiveness of Peer-teaching on medical students (Peer-teachers) at G.M.E.R.S Medical college, Gotri, Vadodara, Gujarat.
Material and Method: The study was conducted in the Department of Anatomy at GMERS Medical College, Gotri, Vadodara, Gujarat, India. The First Year Medical Students were voluntarily selected for peer teaching program. Apart from routine lecture, Demonstration and Practical’s, Peer-teaching on various abdominal organs like kidney, stomach, spleen, testis etc. were allotted to peer teachers. Peer- teachers were well instructed and trained by faculty members. One tutorial per day was taken during dissection hours. At the end of two months all topics were completed. All peer teacher participants were asked to complete a feedback questionnaire after the peer teaching program.
Results: All peer teachers (100%) agreed on following statements,
- Peer teaching helps ‘In learning and retaining anatomy’, ‘To prepare medical students for their future role as educators’, and ‘Motivates to learn more in subject’.
- PT is an active learning style.
- Teaching and communication skills develop by PT.
- It increases confidence level of peer teachers.
96.7% peer teachers agreed on statement “Medical students should receive training in educational principles during their undergraduate medical education” and “Medical students can be included as teachers within medical curriculum.
Conclusion: Peer teaching program can benefit both peer student teachers and peer student learners, we should consider offering peer teaching to all students. Given the demands of future physicians to serve as educators, peer teaching program appears to be an important curricular consideration.