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Peer-Assisted Learning Activities During Undergraduate Ophthalmology Training: How the Medical Students of Asia
Soumendra Sahoo1, Prabhu Venkatesan, Kay Thi Myint
1From the Department of *Ophthalmology, Melaka-Manipal Medical College, Melaka; †Department of Ophthalmology, Faculty of Medicine, SEGI University, Sibu; and ‡Department of Community Medicine, Melaka-Manipal Medical College, Melaka, Malaysia.
Objectives:
The aims of this study were to identify the attitude of peer tutors (PTs) toward peer-assisted learning (PAL) and to explore the perceived benefits of PAL by PTs and peer learners (PLs).
Design:
A qualitative and quantitative research study.
Methods:
This study involved fourth-year medical undergraduates during their clinical posting in ophthalmology. One PAL session was conducted in each of the 4-week clinical postings. Peer tutors were selected during the first week and were briefed on PAL. Premultiple and postmultiple choice questions were distributed to PLs before and after each PAL session. One focus group discussion was conducted with PLs to explore their perception. Peer tutors were requested to give feedback in the form of structured Likert scale statements with 2 open-ended questions.
Results:
A total of 104 students, 6 PTs and 98 PLs, participated in this study. Both tutor and learner groups expressed positive attitudes toward PAL. Peer learners preferred having PAL in a clinical setting. There were some issues related with PAL that emerged from both groups. Success in PAL depends on the teaching ability of PTs.
Conclusions:
Students have positive perceptions toward PAL. Most of the students believed PAL was beneficial to them.
