Evidence map›Paper›PMID 31123772›Full record

ArticleSurgical and radiologic anatomy : SRA2019

Peer-assisted learning versus didactic teaching in osteology for first-year Indian undergraduate medical students: a quasi-experimental study.

Lakshmi Trikkur Anantharaman, Yogitha Ravindranath, Stephen Dayal, Nachiket Shankar

Abstract readComparative Study
PubMed Publisher
In one paragraph

Article in Surgical and radiologic anatomy : SRA, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 2 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
5citing papers in PubMed, 2 pooled it
2.2field-weighted citation impact, top 13% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

5 citing papers in PubMed, 2 syntheses or guidelines pooled it, 14 citations in OpenAlex.

  1. Pooled it
  2. Pooled it
  3. Trial
  4. Article
  5. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors at 1 institution in 1 country.

Lakshmi Trikkur AnantharamanDepartment of Anatomy, St. John's Medical College, Sarjapur Road, Bangalore, Karnataka, 560034, India.
Yogitha RavindranathDepartment of Anatomy, St. John's Medical College, Sarjapur Road, Bangalore, Karnataka, 560034, India.
Stephen DayalDepartment of Anatomy, St. John's Medical College, Sarjapur Road, Bangalore, Karnataka, 560034, India.
Nachiket ShankarDepartment of Anatomy, St. John's Medical College, Sarjapur Road, Bangalore, Karnataka, 560034, India. nachiket76@gmail.com.
St.John's Medical College Hospital · IN

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

purposeThe utility of peer-assisted learning (PAL) in anatomy education has been recognized. In this study, PAL was incorporated into osteology teaching for the first-year medical students and compared to traditional didactic methods (TDM).

methodsThis was a cross-over intervention study. The class of 60 students was divided into two equal groups. The first group underwent PAL for five upper limb osteology sessions and TDM for all lower limb osteology classes. The second group underwent TDM for five upper limb osteology classes and PAL for lower limb osteology classes. A pre-session test (PrST) and post-session test (PoST) were conducted for each session using multiple choice type questions. Perceptions of students about PAL were collected using a questionnaire. Between and within group differences were estimated using the independent sample T test and paired T test, respectively. The responses in the questionnaire were summarized and open-ended responses categorized into broad themes.

resultsGreater group differences were noted in the PrST as compared to the PoST mean scores, with the PAL group showing higher mean scores for both upper and lower limb sessions. Significantly higher PoST scores compared to PrST scores for all the sessions were observed regardless of the method used. Significantly higher scores in the PrST or PoST scores were noted in the PAL group for five sessions. Most aspects of PAL were appreciated by the students.

conclusionsThis study provides evidence that PAL is at least as effective as TDM in learning osteology among the first-year medical students.

Indexed as

Peer GroupTeachingCross-Over StudiesEducational MeasurementEducation, Medical, UndergraduateFemaleHumansIndiaLearningMaleOsteologyProgram EvaluationStudents, MedicalSurveys and QuestionnairesDidactic teachingFirst-year undergraduate medical studentsIndiaOsteologyPeer-assisted learning

Identifiers

PMID31123772
OpenAlexW2946650241

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.