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Peer teaching experience of the first year medical students from Turkey
Zeliha Cansever1, Zeynep Avsar1, Yasemin Cayir2
1Department of Medical Education, Ataturk University Medical Faculty, Erzurum, Turkey.
Objective:
To document peer teaching activity performed by first-year medical students and their views on the teaching activity.
Study Design:
Survey.
Place And Duration Of Study:
Medical Education Department, Ataturk University, Erzurum, Turkey, in the 2012 - 2013 academic year.
Methodology:
Volunteer students were selected for peer teaching model by an academician from the Medical Education Department. Students were taught subjects selected from classes such as biochemistry and microbiology in the same way as the academicians do. Following each class activity, the teaching student was assessed by the other students on a 5-point rating scale. Written and verbal feedback was also obtained from both teaching students and participated students. Verbal feedbacks were noted by a faculty member and similar opinions were categorized. Data were analyzed by SPSS version 20 statistical program.
Results:
Eleven students took part in the program. Feedback was received from students 171 times. The mean number of students participated was 24.4 ± 14.3 in each program. Statistical analysis revealed that mean value for teaching materials, peer instructors and teaching environment were 4.62 ± 0.49, 4.63 ± 0.47 and 3.88 ± 1. 27 respectively.
Conclusion:
Peer teaching method is a pretty good way of teaching for medical students. It is a practicable technique that can be used in medical training. Taking part in this program as a lecturer, student increased students' self-confidence in the learning and teaching activities. Quite positive feedbacks were received.
