ArticleAsian journal of transfusion science
Implementation of peer teaching in Transfusion Medicine among phase II medical students: Experience from a tertiary care teaching hospital of Odisha, India.
Article in Asian journal of transfusion science. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundTransfusion Medicine (TM) receives varying degrees of attention within undergraduate medical curricula. Effective teaching methods can enhance knowledge of TM among medical students. This study evaluates the effectiveness of peer teaching as a method for improving TM understanding among second-year MBBS students (Phase II medical students as per Competency-based Medical Education-CBME Curriculum). METHODOLOGY: A questionnaire-based descriptive study was conducted among 334 second-year MBBS students. Nine peer teachers were selected and assigned TM topics. Learners were assessed pre- and post-peer teaching sessions. Structured feedback was collected from both learners and peer teachers. Following peer teaching sessions, TM faculty conducted recap sessions.
resultsA total of 334 second-year MBBS students participated in four peer teaching sessions. The mean presession assessment score was 4.31, which significantly increased to 6.19 postsession. Most students (88.59%) found the sessions enjoyable and motivating, with many (48.93%) indicating a desire to teach in the future. A significant majority of peer teachers felt well-prepared, but also expressed stress and the need for better preparation. All peer teachers reported enhanced learning and confidence. Key strengths of peer teaching included self-directed learning, enjoyment, and interactivity. A common area for improvement was better preparation.
conclusionPeer teaching significantly enhanced short-term knowledge of TM among the participating medical students, as evidenced by a substantial increase in postsession assessment scores. The study demonstrates that students found these sessions engaging and that the peer teachers benefited from the experience by gaining confidence and reinforcing their own learning. This study suggests that peer teaching could be a valuable supplementary tool for improving student engagement and knowledge acquisition in specific medical topics like TM.
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