Using of Peer Assisted Learning to Conduct Pre-Training Situational Analysis for Nurse Intern

Background: Clinical placement is the main site for interns’ training, however clinical placement is an uncomfortable and inconvenient environment for learning. Trainees need intelligent conversation with self and others to advance in their careers. In this regard, Peers informally teach each other through discussion. Nowadays, there is an international need and interest in formal peer-assisted learning. Hence, Situational model for curriculum development is a suitable model for training as it is culturally driven and emphasizes context. The research objectives are to apply a situational curricular model, using a peer-assisted learning. In addition, to explore the students’ perception towards peer-assisted learning. Methods: A mixed method quantitative and qualitative design single group post-test design was applied in this study, where all the nursing interns in the current year were selected. Peers conducted orientation sessions to make situational analysis. After that, each intern, with his educational supervisor, develops personal objectives and a development plan. Selection of contents and learning opportunities is the responsibility of interns guided by the general outcomes and list of required competencies during the training year. The last step is assessment and evaluation of performance. Furthermore, interns’ perceptions towards using peers-assisted learning were measured through distribution of self-administered questionnaire, and conduction of focus group with interns. Results: Overall students’ perceptions toward this reform were positive, all means were above four, especially their perception towards Peer Assisted Learning (PAL) as a relaxed and comfortable environment and as a new learning opportunity. Conclusion: Interns found that reform of their training through conducting situational model for training is an effective method, especially when using Peer Assisted Learning (PAL) in its conduction, which, they recommended its implementation to all units’ orientation.

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Peer-assisted learning [PAL] as a teaching-learning tool in radioanatomy for first MBBS students

National Journal of Clinical Anatomy ◽

10.1055/s-0039-1700750 ◽

2017 ◽

Vol 06 (03) ◽

pp. 203-207

Author(s):

Saurabh Prakash Kulkarni ◽

Pratima R. Kulkarni ◽

Sachin Damke

Keyword(s):

Time Management ◽

Group Discussion ◽

Knowledge Gain ◽

Peer Tutors ◽

Peer Assisted Learning ◽

Learning Session ◽

Practical Examination ◽

Post Test ◽

Teaching Learning ◽

Motivation And Confidence

Abstract Background : Cognitive development, motivation and confidence building among tomorrows practitioners forms basis of today's medical education. Learning through social interaction, discussing, clarifying doubts from peers can facilitate process of understanding and implementing knowledge and skills. Objectives: To introduce Peer-assisted learning [PAL] in radioanatomy and to assess efficacy and utility of Peer-assisted learning [PAL] in radio anatomy. To gather perception of students regarding PAL. Methods: Sensitization regarding PAL to students was given. Pre test Objective structured practical examination [OSPE] followed by PAL sessions where five peer tutors conducted session for rest of the batch describing all five selected radiographs. Post test OSPE was conducted for knowledge gain. Separate questionnaire evaluated peer tutors and peer students responses. Focused group discussion were conducted to collect feedback from students regarding PAL. Results: 72.5% of peer students agreed on appropriate time management by peer tutors, 68% agreed the explanation and elaboration was appropriate, 66% agreed that important facts were emphasized and 86% agreed the session was interesting. Post test results showed maximum knowledge gain was seen in identification of radiographs. Peer tutors felt their confidence level, time management understanding improved. Conclusion: Peer assisted learning session aroused interest in study and was more informative for students. Peer tutors acquired confidence and could explore their teaching skill.

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Metode Pembelajaran Peer Assisted Learning pada Praktikum Anatomi

Jurnal Pendidikan Kedokteran Indonesia The Indonesian Journal of Medical Education ◽

10.22146/jpki.25282 ◽

2015 ◽

Vol 4 (2) ◽

pp. 58

Author(s):

Saharnauli J. Verawaty Simorangkir

Keyword(s):

Treatment Group ◽

Research Method ◽

Clinical Teaching ◽

Control Group ◽

Learning Method ◽

Peer Assisted Learning ◽

Aged Group ◽

Post Test ◽

Strongly Agree ◽

Anatomy Lab

Background: Peer Assisted Learning is an active discussion and cooperative learning method within the framework of a partnership in the peer-aged group with the formal structures of the course. PAL is widely seen to be actualised in two modes of operational implementation, which is refer to as “horizontal” and “vertical” peer support. Vertical method was chosen for this research. Method: This research was used causal-comparative design. Tutees for this research was the students of Faculty of Medicine Universitas HKBP Nommensen from batch 2013 who were undergoing block Respiratory System. Tutees were divided into two groups : 24 students in the control group and 25 students in the treatment group. Both of these group consisted of five tutorial groups in which each group consisted of 4-5 students. Whereas the tutor for the treatment group was 5 students from batch 2011. Pre-test and post-test was given to all of the tutees. This research used a questionnaire modified from Clinical Teaching Preference Questionnaire (CTPQ). Results: Pre-test and post-test was analyzed using dependent T-test and Wilcoxon, and the result showed that there were significant enhancement for both of group (p ˂ 0,05). The result from CTPQ indicated most of the students strongly agree that this method was very helpfull in anatomy lab (4,40 ± 0,96). Conclusion: PAL method provided many benefits in learning process including improved social interaction between students and independence in learning.

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Impact of integration through peer instructed lectures

International Journal of Basic & Clinical Pharmacology ◽

10.18203/2319-2003.ijbcp20172045 ◽

2017 ◽

Vol 6 (6) ◽

pp. 1293 ◽

Cited By ~ 1

Author(s):

Prapthi Persis Bathini ◽

Sumana Sen

Keyword(s):

Standard Deviation ◽

P Value ◽

Knowledge Gain ◽

Peer Assisted Learning ◽

Public Health Importance ◽

Critical Reasoning ◽

Significant Difference ◽

Post Test ◽

The Mean ◽

Case Based

Background: Integrated case based lectures are widely used as an effective method of teaching and learning. This method not only integrates all the disciplines in a particular year but also presents them in an effective case based format. Over the years, the students were less enthusiastic about this method. In order to make it more student centred and to actively involve them we have introduced peer case based integrated lectures. Peer assisted learning is a strong educational strategy known to benefit peer tutors and learners. This study evaluates the Knowledge gain of both the methods to see if there is any significant difference.Methods: Students in their 2nd year MBBS who agreed to participate were included in the study. After a series of discussions with the curriculum committee, the basic and clinical faculty, topics of public health importance were selected and written case scenarios with a set of relevant questions were formulated. In case based integrated lectures for tuberculosis, lectures were taken by faculty of the pertaining disciplines. In the peer case based integrated lectures on HIV, the same were taken by the students. A pre-test and post test was conducted after each session to know if there is a significant difference in knowledge gain in the two formats.Results: For the case based and peer led case based lectures, the mean student attendance was 90% and 86%. In the pre-test of integrated group on tuberculosis the mean score was 9.96 with standard deviation of 2.38. The post-test of the same group, the mean knowledge score was 13.63 with standard deviation of 2.20. There was significant improvement in knowledge with the case based integrated lectures of 3.67. The p value (0.0001) for this intervention is extremely significant. The post-test marks obtained for integrated and peer integrated group were 13.63±2.20 and 15.86±2.39 respectively. The mean increase in knowledge after peer case based integrated group was 6.1 when compared to increase in knowledge after case based integrated group which was 3.67.Conclusions: Integrated case base lectures is an effective teaching learning tool which can be further made student centric by involving students as peer teachers. Peer teaching is a valuable methodology to engage learners as teachers to improve their knowledge and communication skills as well creating an environment in which the peer audience will likely actively discuss and exchange ideas. Peer assisted learning is need of time to increase critical reasoning skills of medical students.

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THE IMPLEMENTATION OF PEER ASSISTED LEARNING STRATEGY (PALS) IN TEACHING READING COMPREHENSION (A Mixed Method Study at Tenth Grade in One of Senior High Schools in Ciamis)

JALL (Journal of Applied Linguistics and Literacy) ◽

10.25157/jall.v4i2.3686 ◽

2020 ◽

Vol 4 (2) ◽

Author(s):

Suci Fitriani ◽

Wawan Tarwana

Keyword(s):

Reading Comprehension ◽

Mixed Method ◽

Learning Strategy ◽

Average Score ◽

Mixed Method Study ◽

Teaching Reading ◽

Peer Assisted Learning ◽

Quantitative And Qualitative Research ◽

Tenth Grade ◽

Post Test

ABSTRACTThis article is aimed at finding out the effectiveness on implementing Peer Assisted Learning Strategy (PALS) in teaching reading comprehension and investigating the students’ perceptions on implementing this method. This study used mixed method study which employed quantitative and qualitative research design. Quantitative data were analyzed by using pre-test and post-test, the qualitative data was analyzed by using close ended questionnaire. The population of this study were the students of tenth grade in one of senior high school in Ciamis and the researcher selected a particular class, which was sciences for a total 38 students as the sample. Based on statistical result, after implementing PALS in teaching reading comprehension of recount text, the significant improvement of reading comprehension showed from result of pre-test and post-test. In the pre-test the average score of students was 71.84, and in the post test the average score of students was 87.37. Thus, the use of Peer Assisted Learning Strategy (PALS) is effective in teaching reading comprehension of recount text. In addition, from the analysis of close ended questionnaire, the students was gave a positive responses towards PALS in teaching reading comprehension of recount text. In conclusion, the student‘s reading comprehension was effective and the students were able to comprehend the text through PALS. Based on these finding, it is recommended for English teachers to implementing PALS to improve students’ reading comprehension. Keywords: peer assisted learning strategy, reading comprehension, recount text

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Implementasi online peer asisted learning dalam pembelajaran keterampilan klinik pada mahasiswa keperawatan

Health Sciences and Pharmacy Journal ◽

10.32504/hspj.v3i1.74 ◽

2019 ◽

Vol 3 (1) ◽

pp. 1

Author(s):

Aris Setyawan

Keyword(s):

Clinical Skills ◽

Clinical Skill ◽

Intervention Group ◽

Mean Value ◽

Learning Motivation ◽

Control Group ◽

Peer Assisted Learning ◽

Control Group Design ◽

Post Test ◽

The Mean

Peer-assisted learning (PAL) has been shown to help improve clinical skills. Nevertheless, the PAL method has not been able to provide sufficient training opportunities for participant students due to space and time constraints. The existence of technological developments in the field of education, a new opportunity for lecturers to answer the needs and create innovation using online Peer-assisted learning in supporting the learning process. The purpose of this research was to know difference of clinical skill value of student and learning motivation of student before and after the application of Online peer assisted learning method. The type of this research was quantitative with quasy experimental pre-test and post-test with control group design. The study was conducted in Nursing Study Department of STIKes Surya Global Yogyakarta with a 70 sample from second year students which randomly is devided into control and intervention group. The intervention group was given a peer-assisted learning (PAL) model with the help of video call technology in WhatsApp application. Control group with peer-assisted learning face to face model has ben done usualy. A checklist of clinical skills of thoracic examination and questioner of learning motivation was used as instrument. The result of this research was the mean value of the intervention group learning motivation was 100,6 while the mean value of the learning motivation of the control group was 95,02. The mean value of clinical skills in the pre-test control group of 82,45 and the mean post-test increased to of 87,41. The clinical skill delta value of the intervention group was 5,04 while the control group's delta value was 4,76. The conclusion was the OPAL method has been shown to increase learning motivation and the value of clinical skills of thoracic physical examination in nursing students

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COMBINATION OF SGT (SMALL GROUP TEACHING) AND PAL (PEER ASSISTED LEARNING) APPROACH TO FACILITATE LEARNING AMONG MBBS STUDENTS FROM A PRIVATE UNIVERSITY IN MALAYSIA DURING PRE-CLINICAL YEARS

Malaysian Journal of Public Health Medicine ◽

10.37268/mjphm/vol.20/no.3/art.494 ◽

2020 ◽

Vol 20 (3) ◽

pp. 79-84

Author(s):

Neena Bhattacharya ◽

Nasrin Habib ◽

Mamunur Rashid ◽

Sandeep Sugathan ◽

Tahmina Afrose ◽

...

Keyword(s):

Small Group ◽

Group Learning ◽

Private University ◽

Homogeneity Test ◽

Small Group Learning ◽

Small Group Teaching ◽

Peer Assisted Learning ◽

Passive Learning ◽

Post Test ◽

Didactic Lecture

Didactic lecture promotes passive learning and fails to motivate students. Small group learning has been widely recommended as it helps to refine understanding of complex issues, to solve the problems, develop critical thinking and apply knowledge to new situations. PALS – a “peer assisted learning” mode where in students discuss in groups and learn from each other. They get motivated and set a platform, which encourages them to communicate and do problem solving. The present study was aimed to evaluate the effectiveness of small group teaching (SGT) and peer assisted learning (PAL) approach among pre clinical medical students. Small groups of students were selected for this study out of the big batch of students pursuing 2nd year MBBS program at AIMST University who were undergoing “respiratory system” block. At the end of lecture-based sessions, a few topics were selected for SGT- PAL session. Students were asked to complete the pretest questions on the selected topics and they were then explained the topics selected for this session. Students had SGT PAL on those selected topics. Then they completed the post test questions on the same topic. Responses obtained for the pre- test and post-test questions were analyzed using SPSS using paired t test and the perceptions on their own understanding using marginal homogeneity test, both showed a significant improvement. SGT and PAL approach helped students to improve understanding of important concepts and can be adopted more widely as an alternative to lectures.

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INNOVATION METHOD ONLINE PEER ASSISTED LEARNING TO LEARNING SATISFACTION THORAX PHYSICAL EXAMINATION SKILLS

Jurnal Kesehatan Kusuma Husada ◽

10.34035/jk.v12i1.621 ◽

2020 ◽

pp. 113-121

Author(s):

Aris Setyawan ◽

W Widyandana ◽

Efrayim Suryadi ◽

Bekti Sukoco

Keyword(s):

Nursing Students ◽

Physical Examination ◽

Simple Random Sampling ◽

Control Group ◽

P Value ◽

Peer Assisted Learning ◽

Control Group Design ◽

Face To Face ◽

Learning Satisfaction ◽

Post Test

Kepuasan belajar mahasiswa menjadi salah satu tolok ukur keberhasilan sistem pendidikan yang diterapkan di sebuah institusi. Kepuasan belajar juga merupakan salah satu faktor yang dapat memprediksi hasil belajar. Sebagai upaya meningkatkan kepuasan belajar mahasiswa pada pembelajaran keterampilan klinik, perlu bagi institusi pendidikan untuk memberikan inovasi pembelajaran berbasis teknologi. Metode yang ditawarkan adalah Online peer-assisted learning. Tujuan dalam penelitian ini adalah untuk mengetahui perbedaan kepuasan belajar pemeriksaan fisik thorak sebelum dan setelah diterapkan metode Online peer assisted learning. Penelitian ini menggunakan desain Quasy Experimental, dengan pendekatan post-test control group design. Populasi penelitian ini adalah mahasiswa keperawatan tahun kedua STIKes Surya Global sebanyak 140 mahasiswa. Jumlah responden 70 diambil dengan tekhnik simple random sampling menjadi kelompok kontrol dan intervensi. Kelompok intervensi diberikan model pembelajaran Peer-assisted learning (PAL) dengan bantuan teknologi video call dalam whatsapp. Kelompok kontrol dengan model pembelajaran Peer-assisted learning face to face seperti yang selama ini dilakukan. Instrumen kepuasan belajar dalam penelitian ini diadopsi dari penelitian Cohen dan Baruth. Analisis data menggunakan uji independet t test untuk membandingkan rata-rata nilai posttest kepuasan belajar. Hasil analisis menunjukan terdapat peningkatan kepuasan belajar secara signifikan dengan nilai p value 0.001. Rerata nilai kepuasan belajar metode Online Peer Asisted Learning (OPAL 41,65 (SD = 2,85), dan nilai rerata kepuasan belajar dengan metode Peer Asisted Learning (PAL) 39,05 (SD =3,10). Metode Online peer assisted learning (OPAL) terbukti mempunyai pengaruh yang signifikan terhadap kepuasan belajar keterampilan pemeriksaan fisik thorak pada mahasiswa keperawatan. Student learning satisfaction is one of the benchmarks for the success of the education system implemented in an institution. Learning satisfaction is also one of the factors that can predict learning outcomes. In an effort to increase student learning satisfaction in clinical skills learning, it is necessary for educational institutions to provide technology-based learning innovations. The method offered is online peer-assisted learning. The purpose of this study was to determine differences in learning satisfaction in the physical examination of Thorax before and after the online peer assisted learning method was applied. This study used a Quasy Experimental design, with a post-test control group design approach. The population of this study were 140 students of the second year of STIKes Surya Global nursing students. Respondents 70 were taken by simple random sampling technique into the control and intervention groups. The intervention group was given a Peer-assisted learning (PAL) learning model with the help of video call technology in WhatsApp. The control group uses the face-to-face peer-assisted learning model as has been done so far. The learning satisfaction instrument in this study was adopted from Cohen and Baruth's research. The data analysis used the independent t test to compare the average posttest scores for learning satisfaction. The analysis showed that there was a significant increase in learning satisfaction with a p value of 0.001. The mean value of learning satisfaction with the Online Peer Asisted Learning method (OPAL 41.65 (SD = 2.85), and the average value of learning satisfaction with the Peer Asisted Learning (PAL) method is 39.05 (SD = 3.10). Online peer assisted method Learning (OPAL) is proven to have a significant effect on the learning satisfaction of Thoracic physical examination skills in nursing students.

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Professionalism in Sudanese Medical Schools: A Situational Analysis as Perceived by Medical Graduates From 22 Medical Schools.

10.21203/rs.3.rs-237575/v1 ◽

2021 ◽

Author(s):

Mohamed A. M. Iesa ◽

Makarim Elfadil M. Osman ◽

Mohamed Hassan Taha ◽

Elmuntaser T. Salah ◽

Emadeldin Hassan. E. Konozy ◽

...

Keyword(s):

Medical Profession ◽

Medical Schools ◽

Cross Sectional Study ◽

Further Education ◽

Major Influence ◽

Situational Analysis ◽

Suitable Model ◽

Cross Sectional ◽

Medical Graduates ◽

Qualitative Approaches

Abstract Background: Professionalism is progressively recognized as an essential component of the medical profession. This study aims to measure the perception and definition of medical graduates on the domains of professionalism with correlation to the teaching strategies reported from 22 medical schools in Sudan. Method: A cross-sectional study using quantitative and qualitative approaches was performed and covered 22 different medical schools in Sudan, with 500 graduates taking part in the study.Results: 257 of the graduates who participated in this study were taught about professionalism either through formal ways were 175 (68%) or by hidden curricula, 82 of participants (32%). 29 of the graduates who were taught formally had further education about the subject in the clinical setting. Sudanese social-environmental culture is the major influence of professionalism perception among graduates. They preferred mixing both teacher-based and peer-based approaches that encourage interaction when teaching professionalism.Conclusion: Currently there were a blend of approaches to teach professionalism in Sudanese medical schools, including formal and informal method. The details of the arrangement, deepness, elements, and nature by which to integrate professionalism with other curriculum elements remain an infant matter. This apparent deficiency requires immediate attention and cooperation between medical schools and health corporations and agencies across the country to provide a suitable model to teach professionalism at medical schools and in clinical settings.

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ENHANCING STUDENTS' READING ABILITY THROUGH PEER-ASSISTED LEARNING STRATEGIES (PALS)

Lentera Pendidikan Jurnal Ilmu Tarbiyah dan Keguruan ◽

10.24252/lp.2020v23n2i6. ◽

2020 ◽

Vol 23 (2) ◽

pp. 260

Author(s):

Hasnani Hasnani ◽

Agus Ismail

Keyword(s):

Action Research ◽

Learning Outcomes ◽

Learning Strategies ◽

Reading Ability ◽

Peer Assisted Learning ◽

Research Techniques ◽

Post Test ◽

The Mean ◽

Classroom Action Research ◽

Peer Assisted Learning Strategies

Abstract:This study aims to enhance the students' reading ability through Peer-Assisted Learning Strategies (PALS) in SMA Negeri 19 Makassar. This research is a Classroom Action Research (CAR), which consists of four stages: planning, implementing, observing, and reflecting. The research techniques used are pretest, post-test, and observation. The findings showed that the use of Peer-Assisted Learning Strategies was successful in improving the students' reading ability. The improvement can be seen from the mean score of the students in cycle one is 23.1, which is categorized as good, while in cycle two, it is 73.1, which is classified as very good. Seventeen students met the Minimum Completeness Criteria (MCC) in cycle one, and 22 students completed the MCC in cycle two. Therefore, this research concludes that Peer-Assisted Learning strategies improve the students' learning outcomes of reading ability in SMA Negeri 19 Makassar.Abstrak:Penelitian ini bertujuan untuk meningkatkan kemampuan membaca siswa melalui Peer-Assisted Learning Strategies (PALS) di SMA Negeri 19 Makassar. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang terdiri dari 4 tahap; perencanaan, pelaksanaan, observasi, dan refleksi. Teknik penelitian ini menggunakan tes dan wawancara. Hasil penelitian menunjukkan bahwa penggunaan Peer-Assisted Learning Strategies berhasil meningkatkan kemampuan membaca siswa SMA Negarei 19 Makassar. Peningkatan tersebut terlihat dari nilai rata-rata siswa pada siklus I sebesar 23,1 dengan kategori baik, dan pada siklus II sebesar 73,1 tergolong sangat baik. Tujuh belas siswa memenuhi Kriteria Ketuntasan Minimum (KKM) pada siklus satu, dan 22 siswa memenuhi KKM pada siklus dua. Oleh karena itu, penelitian ini menyimpulkan bahwa kemampuan membaca siswa meningkat melalui model pembelajaran Peer-Assisted Learning Strategies di SMA Negarei 19 Makassar.

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