Browsing by Author "Sukrajh, Verona"

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    The use of peer teaching to promote active learning amongst senior medical students
    (Stellenbosch : Stellenbosch University, 2018-03) Sukrajh, Verona; Louw, Alwyn Jacobus Nicolas; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education.
    ENGLISH SUMMARY : A critical review of the curriculum at the University of Sefako Makgatho Health Sciences prompted the faculty to explore educational strategies that would engage students to actively learn. Peer teaching was the strategy selected by the coordinator to enhance student learning over the last two academic years. The use of formal lectures prepared and presented by each student to their peers replaced the traditional lectures presented by the faculty. This study was intended to explore the perceptions of senior medical school students on the strategy of peer teaching and learning and furthermore, to direct faculty to intervene in some or other way to optimize this strategy. An evaluative research design using qualitative research methods was used to generate data from the fifth- year medical school students which comprised of three focus group interviews of nine participants each totalling twenty-seven and sixty-six participants who completed a questionnaire. The data were analysed together, which revealed three major themes, namely, perceptions as a peer teacher, perceptions as a peer learner and recommendations. The findings suggested that the preparation for teaching engaged students to actively learn using several portals of learning that leaded to an in-depth approach toward learning. The preparation required students to revisit their prior knowledge and integrate this knowledge to gain a holistic understanding of their topic. Students were both extrinsically and intrinsically motivated. Furthermore, students believe the process of preparation assisted them in retention of this knowledge into their long term memory. The experience of teaching itself was also beneficial to learning as it presented an opportunity for the peer teacher to verbalize their understanding of the content. The value of communication skills and the array of emotions felt also showed to be significant elements of learning that were brought forward during the teaching experience. Students appreciated this experience as it provided them with the opportunity to practice for their role as a doctor. Students’ perceptions of themselves as peer learners generated mixed views. Even though the students appreciated the social and cognitive congruence that peer teaching achieved, there were concerns about being taught the incorrect information and that the format of lectures was not engaging enough to enhance their learning. These findings provides faculty with the insight to consider the use of other educational strategies that would captivate students to learn. The recommendation from students was to introduce peer teaching earlier and to provide more opportunities throughout the curriculum. Furthermore, students also suggested to involve senior peers to teach junior students as they believe it would be more beneficial to both the peer teacher and the peer learner. Students also expressed the need for medical professionals to be equipped with the skills of teaching to enable them to impart knowledge better. Future studies are suggested to explore the impact this peer teaching experience had on their approach to learning and if this experience assisted them in the preparation for their role as a doctor is needed. This study concludes that peer teaching is beneficial to student learning, however research on alternative peer learning activities other than lecturing needs to be explored for optimal learning.