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首页> 外文期刊>Indian Journal of Pathology and Microbiology >Student perception of peer teaching and learning in pathology: A qualitative analysis of modified seminars, fishbowls, and interactive classroom activities
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Student perception of peer teaching and learning in pathology: A qualitative analysis of modified seminars, fishbowls, and interactive classroom activities

机译：学生对病理学同伴教与学的看法：对修改后的研讨会，鱼缸和互动课堂活动的定性分析

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Context: Peer-assisted teaching and learning (PTL) is being experimented in different medical universities worldwide. It is a learner-centered approach involving students through active learning strategies. Aims: To study the student perception of PTL in methods such as group-led seminars and fishbowls, in classroom through various interactive activities; compare and find out the student acceptability and efficacy of each of these methods in learning conceptual topics such as various types of anemia. Subjects and Methods: Medical students of second-year professional course were subjected to PTL in classroom during allotted teaching hours for 10 successive sessions using group-led modified seminars, fishbowls, and different formality-level interactive activities such as street plays, prop sessions, quiz sessions, to make them understand the clinical features and presentation of different types of anemia through understanding of etio-pathogenesis. To ascertain the aspects that influenced learning, focus group discussions were conducted in small groups consisting of 14 students and one facilitator in each group. Qualitative thematic analysis was performed on transcripts of the audio recordings by authors. Results: The emerging themes from qualitative analysis of transcripts were pertaining to teacher, student, and organization. We found motivation, interest, and involvement of peer teacher, student behavior and collaboration, contact time between students and facilitator, preparation time, coherence with other curricular activities, group size and composition, suitability of topic for the kind of activity, and availability of material for preparation as few sub-aspects affecting learning. Conclusion: For PTL to be effective, adequate transfer of knowledge through good peer teacher involvement, learner receptiveness, and adequate contact time is needed. Proper preparation with suitability of topics for the type of activity, alignment of seminars with other activities, and course coherence are prerequisites for the same.
机译：背景：在世界各地的不同医科大学中，正在尝试对等辅助教学。这是一个以学习者为中心的方法，通过积极的学习策略让学生参与。目的：在课堂上通过各种互动活动，研究学生对PTL的理解，例如小组讨论会和鱼缸。比较并找出学生在学习概念性主题（例如各种类型的贫血）中每种方法的可接受性和有效性。主题与方法：第二年专业课程的医学生在分配的授课时间内，在课堂上接受了PTL培训，连续10次课程，使用小组主导的改进型研讨会，鱼缸以及各种形式级别的互动活动，例如街头戏剧，道具课程，测验环节，通过了解病因-发病机理，使他们了解不同类型贫血的临床特征和表现。为了确定影响学习的各个方面，小组进行了小组讨论，小组由14名学生和每个小组中的一名主持人组成。作者对录音笔录进行了定性的主题分析。结果：对成绩单进行定性分析后出现的主题与老师，学生和组织有关。我们发现了同伴老师的动力，兴趣和参与程度，学生的行为和协作，学生与辅导员之间的接触时间，准备时间，与其他课程活动的连贯性，小组规模和组成，主题对活动种类的适用性以及准备材料，影响学习的子方面很少。结论：要使PTL有效，就需要通过良好的同伴老师的参与，学习者的接受程度和足够的联系时间来充分地转移知识。适当地准备与活动类型相关的主题，使研讨会与其他活动保持一致，以及课程的连贯性是前提。

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