DOI: http://dx.doi.org/10.18203/2320-6012.ijrms20183634

Introduction of near peer assisted learning approach in teaching proper hand scrub technique among undergraduate students

Vijayata Sangwan, Mukesh Sangwan, Sunita Siwach, Shivani Khandelwal, Pinky Lakra, Rajiv Mahendru

Abstract


Introduction: In near peer assisted learning (NPAL)tutor is of the same level of education as with one to two years senior but within the same broad grade. Literature suggests that it fosters qualities like leadership, self-confidence and mentoring in tutors with simultaneous provision of a cordial learning environment to tutees. With this study we introduced NPAL in our newly established institute and assessed its feasibility, student’s perception, future applicability.

Method: After having ethical clearance from institution, the students and faculty of Department of Obstetrics and Gynaecology were sensitized. The interns posted in labor room were designated as tutors and maternity students were included as tutees. The surgical hand scrub was the topic of teaching. The faculty taught interns and assessed, then interns taught maternity students and they were assessed by faculty members. The interns were again assessed by faculty. Afterwards both these interns and maternity students supposed to work together in labor room, the feedback was taken from all with a structured questionnaire using Likert scale.

Result: The results were encouraging from all the corners, the tutors, tutees and faculty agreed that NPAL is a better method of teaching strongly enhancing the learning of tutors and their communication skills and develops positive attitude towards teaching as a part of their profession. The tutees found a cordial learning environment with a cognitive congruence with their tutors and felt very comfortable while working with them. Faculty also showed a positive attitude towards NPAL.

Conclusion: NPAL is a good adjunct to standard teaching but could not substitute standard teaching.


Keywords


Near peer assissted learning, Tutor, Tutee

Full Text:

PDF

References


Herrmann-Werner A, Gramer R, Erschens R, Nikendei C, Wosnik A, Griewatz J et al. Peer-assisted learning in undergraduate medical education: An overview. Z Evid Fortbild Qual Gesundhwes. 2017 Apr;121:74-81.

Bulte C, Betts A, Garner K, Durning S. Students teaching: views of student near peer teachers and learners. Medical Teacher. 2007;29:583-90.

Keogh MJ, Findlay JM, Foreman D. A near peer assisted learning approach to teaching undergraduate basic surgical skills. Int J Cli Skills. 2011;5:77-81.

Buckley S, Zamora J. Effects of participation in a cross year peer tutoring program in clinical examination skills on volunteer tutors skill and attitudes towards teachers and teaching. BMC Medical Education. 2007;7:20-9.

Rashid MS, Sobowale O, Gore D. A near-peer teaching program designed, developed and delivered exclusively by recent medical graduates for final year medical students sitting the final objective structured clinical examination (OSCE). BMC Med Edu. 2011;11:11.

Alkail BA. Near-peer-assisted learning in undergraduate medical students and their perception of having medical interns as their near peer teacher. Medical Teacher. 2015;37:S33-9.

Taylor N, Hall S, Carr JN, Stephens JR, Border S. Near peer teaching in medical curricula: integrating student teachers in pathology tutorials. Med Edu Online. 2015;20:27921.

Walser J, Horneffer A, Oechsner W, Huber-Lang M, Gerhardt Szep S, Boeckers A. Qunatitative and qualitative analysis of student tutors as near peer teachers in the gross anatomy course. Ann Anat. 2017;210:147-54.

Secomb J. A systemic review of peer teaching and learning in clinical education. J Clin Nurs. 2008;17(6):703-16.

Tai J, Molloy E, Haines T, Canny B. Same level peer assisted learning in medical clinical placements: a narrative systematic review. Med Edu. 2016;50:469-84.

Field M, Burke JM, McAllister D, Lloyd DM. Peer-assisted learning: a novel approach to clinical skills learning for medical students. Med Edu. 2007;41(4):411-8.