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| Year:
2025 |
Month:
October
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Volume:
14 |
Issue:
4 |
Page:
PO06 - PO09 |
Effectiveness of Peer-Assisted Learning in Pathology: A Quasi-Experimental Study Among Second-Year Medical Students
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Correspondence
Mitsu Vinay Vaishnav, Sameep Garg,
Sameep Garg,
L 505, Block 7, Ashiana Amantran Society, Bhakrota, Vaishali Nagar Extension,
Jaipur-302026, Rajasthan, India.
E-mail: drsameepgarg2@gmail.com :
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Introduction: Peer-assisted Learning (PAL) is a learner-driven strategy in which students take on teaching roles to enhance mutual understanding and academic growth. While PAL has shown benefits in other medical subjects, its application in pathology remains limited. The increasing emphasis on active, collaborative approaches in pathology formed the basis for this study.
Aim: To assess the effectiveness of PAL as a teaching strategy in pathology by comparing it with conventional faculty-led teaching among second-year undergraduate medical students.
Materials and Methods: A quasi-experimental study was conducted at the Department of Pathology at Kiran Medical College and Hospital, Surat, Gujarat, India, over a period of three months (September 2024-November 2024). A total of 42 second-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students were divided into two groups: Group A received PAL-based instruction and group B traditional faculty-led instruction. Each practical session was followed by a Multiple Choice Questions (MCQ) test (10 questions; 1 mark each). At the end of the study, both groups were evaluated using spotters (5 slides; 2 marks each) and viva (10 marks), assessed by an independent senior faculty member. Data analysis was conducted using Statistical Package for Social Sciences (SPSS) version 30.0. Descriptive statistics and an Independent t-test (95% confidence interval) were used, with statistical significance set at p-value<0.05 considered significant. Student feedback was collected using a structured questionnaire.
Results: The PAL group achieved significantly higher mean scores in both formative and summative assessments compared to the traditional group (p-value<0.05). Feedback analysis showed that 18 out of 20 students (90%) felt PAL helped them understand concepts better, 17 out of 20 students (85%) found the sessions more engaging, and 18 out of 20 students (90%) reported enhanced critical thinking. In addition, a majority of students noted improvements in communication skills (17 out of 20; 85%) and motivation for self-directed learning (16 out of 20; 80%).
Conclusion: PAL proved to be an effective complement to conventional teaching of pathology practical sessions. It fostered deeper learning, active participation, and professional skill development, making it a valuable approach in undergraduate medical education.
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