Original Research Article
Year: 2018 | Month: November | Volume: 5 | Issue: 11 | Pages: 240-248
To Study the Effect of Peer Assisted Learning on Academic Performance and Perceived Stress Scores Among First MBBS Students in a College of West Bengal
Dr. Arunima Chaudhuri1, Dr. Biman Ray2, Dr. Samarjit Koner3
1Associate Professor, Department of Physiology, Rampurhat Government Medical College and Hospital(Affiliated to West Bengal University of Health Sciences), Rampurhat, West Bengal, India.
2Associate Professor, Department of Physiology, Burdwan Medical College and Hospital (Affiliated to West Bengal University of Health Sciences), Burdwan, West Bengal, India.
3Demonstrator, Department of Biochemistry, College of Medicine and Sagore Dutta Hospital(Affiliated to West Bengal University of Health Sciences), Kamarhati, West Bengal, India.
Corresponding Author: Dr. Biman Ray
ABSTRACT
Background: Peer Assisted learning (PAL) is primarily founded upon the theories of social constructivism and cognitive congruence. Cognitive congruence focuses on the relative gap in knowledge between a student and an instructor and states that the relatively smaller gap between student teachers and student learners allows for the enhancement of communication of facts and understanding.
Aims: To study the effect of peer assisted learning on academic performance and perceived stress scores among first MBBS students in a college of West Bengal.
Materials and methods: This pilot study was conducted after taking institutional ethical clearance and informed consent of the subjects. Only eighty-four students agreed to participate in the study. Perceived stress scores in these subjects were calculated using Perceived stress scale of Shelden Cohen. Pulse, blood pressure, BMI were recorded, lipid profile was analyzed. Resting pulse rate (measured after 15 mins of rest with subject in supine posture) and blood pressure (measured by mercury manometer). An internal assessment examination was conducted and results recorded. The students attended lecture classes as usual and attended PAL classes arranged by the Department of Physiology. PAL was conducted daily for 6 days in a week for 3 months and time span for each class was one and half hour. Each student could attend 2 such sessions every week. All faculty members and residents were involved in PAL. During the first semester examination all the subjects participating in the study were asked to fill up the PSS sheet. Pulse, blood pressure, BMI were recorded, lipid profile was analyzed.
Results of first semester examination were assessed.
The computer software Statistical Package for the Social Sciences (SPSS) version was used to analyze the data, and paired t-test was used. Correlation coefficient was calculated to study correlation of PSS with academic performance.
Results: Learner satisfaction was high with an overall score of 4.7 on a 5-point Likert scale. After 3 months of PAL in these students there was significant decrease in stress scores (14.5± 3.39 vs. 23.8± 2.89; P value <0.001) and significant improvement in academic performance (65.23 +12.61 vs.58.69 +10.45; P value 0.045). But no significant change was observed in respect of other parameters. PSS was negatively correlated with academic performance with a r value of -0.6247. Conclusions: PAL may alleviate stress levels among new medical students and improve their academic performance and may be considered as a preventive mental health services, which could be made an integral part of routine clinical services for medical students, especially in the initial academic years.
Key words: Peer assisted learning, academic performance, Perceived stress.
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