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Mitra Safari

Yasuj University of Medical Sciences-Iran

Title: Learning outcomes and perceptions of midwifery students about peer teaching and lecture method in gynecology and infertility course

Biography

Biography: Mitra Safari

Abstract

Background &objective: Teaching plays an effective role in the efficiency of the educational system. This study was conducted to compare teaching gynecology and infertility courses with both lecture and peer methods.

Materials and Methods: A quasi-experimental study was designed at the midwifery department of the Yasuj University of Medical Sciences. A total of 32 midwifery students were participated in the study. During the first eight sessions, 50% of the course content were taught in the form of same-level or same class equal status peer teaching. The last eight sessions of the course were taught by lecture. At the end of each session students were given a post-test, as well as  final exam after completion of each teaching method.To involve students in the teaching process, they were divided into small groups (6 groups) and each group participated in teaching content of one session. Members in each group were required to use various active methods to teach, based on their interest and opinions. At the end of exams, each student was asked to complete a questionnaire assessing students‘ perception about teaching methods.

Result: The average mid-term exam score for peer teaching (34.5 ± 5.5) was significantly (P<0.001) higher than final exam for lecture teaching (30.4 ± 5.8), as well as average post- test score for peer teaching was significantly (P<0.001) higher than post-test score for the lecture method (7.2 ± 1.5 vs. 5.8 ± 1.6). The average overall students‘ perception score for the peer teaching method was significantly (P<0.001) higher than the corresponding score for the lecture method (86.8 ±11.5 vs. 74.1±12.4). Overall, 56% of students chose the peer teaching method compared to 22% for the lecture method while 22% found both choices were no different.: Peer education as a complementary method in teaching theoretical courses along with the traditional lecture method seems to be appropriate.

Keywords: Peer teaching, lecture, student perception, learning, midwife