Perceptions of Learners about Peer Assisted Learning and Lectures

The study explored the perceptions of learners about peer assisted learning in comparison to established method of lectures, with a view to incorporate peer assisted learning as a supplementary method within the traditional medical syllabus. Mixed method study was conducted using randomized control trial and qualitative case study design. Study participants were recruited through convenience sampling technique from fourth year MBBS class of 2014. Participants were randomly allocated to the peer assisted learning and lecture cohorts, for the Community Medicine, Nutrition& Health course. Sources of information employed were, likert scale inventory and focus group discussion. Quantitative data was subjected to chi square and independent sample t tests. The qualitative data was analyzed by triangulation and identification of themes. Out of a total of 125 students, 99 participated in the study (79 %). Key findings indicate that learners embraced peer assisted learning as an effective educational strategy for independent cooperative learning, which they found to be gratifying and enjoyable. peer assisted learning can easily be integrated in the traditional medical curriculum as an adjunct strategy to interactive, learner centered lectures. The social significance of this study was to provide insight to other educators planning to implement similar programs, based on our experience.