Learning outcomes and perceptions of midwifery students about peer-teaching and lecture method in gynecology and infertility course

• Main Authors: Mitra Safari (Author), Behrouz Yazdanpanah (Author), Saphora Hatamipour (Author)
• Format: Book
• Published: Journal of Pedagogical Research, 2020-09-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 2602-3717; 10.33902/JPR.2020063039
• Keywords: feedback; feedback choice; active learning; academic development; pedagogy; Education; L; Education (General); L7-991
• Source: Journal of Pedagogical Research, Vol 4, Iss 3, Pp 291-298 (2020)

This study was conducted to compare teaching gynecology and infertility courses with both lecture and peer methods. In 2018, a quasi-experimental study was designed at the midwifery department of a state university in Iran. A total of 32 midwifery students were participated in the study. During the first eight sessions, 50% of the course content was taught in the form of same-level peer - teaching. The last eight sessions of the course were taught by lecture. At the end of each session, students were given a post-test, also midterm and final exam. At the end of exams, each student was asked to complete a questionnaire assessing students' perception about teaching methods. The average mid- term exam score for peer - teaching (<i>34.5 ± 5.5</i> ) was significantly (<i>p<0.01</i> ) higher than the lecture method (<i>30.4 ± 5.8</i> ), as well as average final exam score (<i>7.2 ± 1.5</i> vs. <i>5.8 ± 1.6</i> ). The average overall student perception score for the peer - teaching method was significantly (<i>p<0.01</i> ) higher than the corresponding score for the lecture method (<i>86.8 ± 11.5</i> vs. <i>74.1 ± 12.4</i> ). Using the peer education as a complementary method in teaching theoretical courses along with the traditional lecture method seems to be appropriate.