DOI: 10.4103/jdmimsu.jdmimsu_886_25 ISSN: 0974-3901

Traditional Faculty Teaching versus Near-peer Teaching: A Comparative Study of Evaluation of Effectiveness of Teaching–Learning Methods

Sanghamitra Chakraborty, Mithilesh Dhamande, Chetna Yadav, Vaibhav Anjankar
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Introduction:

Near Peer Teaching (NPT) is a recognised teaching and learning approach in which the tutor is at least one year senior to the learner in terms of academic experience. Review of the literature indicates that NPT enhances learning outcomes through supportive interaction and alignment in social and cognitive aspects.

Aim:

This study aimed to evaluate the perceptions of tutees and to compare the effects of structured NPT in Biochemistry practical teaching with traditional faculty-led teaching among phase I medical undergraduates.

Materials and Methods:

This mixed method educational interventional study was done among the Phase I medical undergraduates of Nil Ratan Sircar Medical College, Kolkata, in the Department of Biochemistry. The students ( n =80) were divided into two equal groups randomly by lottery. A small group tutorial was facilitated by a Near Peer Tutor for the first group, while the second group was taught by faculty for the same competency, followed by a crossover session. The impact was evaluated by comparing pre-test and post-test scores, and participants' perceptions of Near-Peer Teaching were measured using a pre-validated 5-point Likert scale questionnaire (Kirkpatrick Level-1).

Results:

Post-test scores showed a notable increase in the NPT group (Pre-test: 13.8 // Post-test: 17.1; P <0.01). In this research, 75% of students, with a consensus score of 0.71, reported improved communication with their near-peer tutor.

Conclusion:

This study concluded that Near Peer Teaching (NPT) leads to improved learning outcomes and may alleviate the teaching burden in situations where there are limited faculty resources.

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