Swati Paranjape

Abstract

Learning is a social experience. In most of the health science disciplines students learn in variety of environments like clinical placements, laboratory and lecture-based setting. Peer learning can be a component in any of these environments. However, effectiveness of peer learning on learning outcomes is not extensively researched as like other formal instructional strategies. Present paper aims to discuss the conceptual understanding, theoretical basis and possible effects of peer learning on aspects of learning outcomes. This can offer the background information to design the future research on peer learning instructional strategy. Peer learning is beneficial pedagogical learning strategy which has all round effect on the process of learning. Cognitive benefits and outcomes on the learning as well as psychosocial outcomes like behaviour, critical reasoning, motivation, and appreciation of team work are also noted. However, scarcity and diversity in the research on peer learning makes it difficult to ascertain its benefits or shortcomings in terms of measurability and generalizability. Inclusion of peer learning as student centric, flexible and individualised approach can complement the individual needs of the learners. Comprehensive understanding of peer learning process, improved study designs considering the factors affecting group dynamics, and more representative sampling techniques can help overcome the barriers and can result in better understanding of this approach in health science education. Keywords: Peer-learning, Pedagogy, Learning to learn, Student-centric.

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Abstract

Background: Health science education is competency based education where one needs to critically think and analyse the problem. Critical thinking is meta-cognitive process where self-learning and meaningful learning are integral. Peer-learning helps in fostering higher order thinking and provides the environment for meaningful learning. There is a mixed evidence of effectiveness of peer learning. Very few studies have addressed changing group dynamics, group composition and its effect on critical reasoning ability. Hence present study aimed to assess effectiveness of peer-learning on critical reasoning ability, in physiotherapy undergraduate students, with changing group composition. Methodology: This quasi experimental two group crossover study was conducted in two phases. Total 37 fourth year physiotherapy students were involved in the study by convenient sampling. The students were randomly allocated in two groups. In first phase, Group One was sub-grouped based on scores of content knowledge test taken before experiment, by grouping high, medium and low scorers together. Group Two was given a freedom to choose their partners. In second phase groups crossed over. Five case-based sessions were conducted in each phase and both groups fulfilled the objectives, by peer discussion within their subgroup. Outcome measure was health science critical reasoning ability using Health Science Reasoning Test score. Results: There was no significant difference found in the test scores between both the groups. This study does not favour the effectiveness of the peer-learning in improving critical reasoning skills. There found no effect of changing group composition on critical reasoning ability. The results could be content and discipline specific. Keywords: Peer learning, Critical reasoning, Group dynamics, Group composition, Physiotherapy education.

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