Practical Peer Learning Activity – A Placid Way to Conduct Revision Classes

Abstract Background: Since time immemorable, active teaching and learning in medical education has been concentrating on theory part of the curriculum. However, there are fewer methods of active learning for practical classes. Active teaching and learning are required during revision practical classes as students tend to show lack of interest since the practical is done by them once. To minimize this indifferent and diffident attitude, the idea of peer assisted learning in practical revision sessions is introduced. Materials and Methods: The study was conducted among I phase MBBS students of competency-based medical education curriculum in revision practical session. The total of 38 students participated and were divided into three equal groups. The participant was instructed to frame the questions (at least 5, one should be assessing the practical skill) by discussing among the members of the group on the allotted topic. The participants of the three groups assemble at the end of 20 min, 1 group pose question to other 2 groups in front of teacher. 1 mark is allotted to the group who asked the question if the other 2 groups do not answer. The group who answers the question correctly will get 1 mark and 5 marks to the group which correctly performed the practical skill which was posed by one group. Similarly, chance for asking questions is giving to other 2 groups as well and marks were allotted accordingly. Later, the link of the Google form regarding this study was presented to the participants to gather the perception of this method of learning. Results: Out of the 38 students participated. 89.5% agreed that this activity involved all as a team and 94% of the students said that learning from their peers was useful. 98% of the students said that such activity should be incorporated in revision classes and peer learning is required for practical sessions. It was found that 100% of the students used the laboratory manual for reading. Discussion: During revision sessions, students get an opportunity to understand the topic in depth which will be very useful for students during their practical and viva voce examinations. Hence, equal importance must be given for these revision classes. Conclusion: Peer learning activity during practical revision classes is an efficient way of conducting practical revision classes.