The study examined 54 medical students from the 2024 cohort in the UISU Anatomy Laboratory and compared two learning approaches. The results show that although PAL produced slightly higher average scores, both methods delivered similar learning outcomes overall. These findings are important for curriculum planners considering innovative teaching methods without abandoning traditional instruction.
Anatomy: A Difficult but Essential Subject
Anatomy is a cornerstone of medical education because it provides the foundation for understanding physiology, pathology, and clinical diagnosis. However, many medical students struggle to master anatomical concepts due to the complexity of the material, limited practice time, and low motivation.
At UISU, the medical curriculum already adopts a student-centered learning approach, encouraging active participation through discussions, skills labs, and independent study. Yet challenges remain. Observations at the faculty revealed:
- Students often find anatomy difficult to understand.
- Motivation and interest in anatomy practicum can be low.
- Limited practicum credits make students prioritize other subjects.
- Large class sizes reduce ideal lecturer-to-student ratios.
These issues prompted researchers to explore whether Peer-Assisted Learning could enhance anatomy practicum outcomes compared to traditional teaching.
What Is Peer-Assisted Learning?
Peer-Assisted Learning (PAL) is a collaborative approach where trained senior students act as tutors to help their peers understand course material. The method encourages active participation, discussion, and knowledge sharing.
Unlike conventional teacher-centered methods—where lecturers deliver material while students listen—PAL promotes interaction, collaboration, and shared problem-solving.
Previous studies suggested that PAL can boost motivation and cognitive skills. However, its effectiveness in anatomy practicum had not been widely tested at UISU before this study.
Research Method: Comparing Two Teaching Approaches
The research used a quasi-experimental design with pre-test and post-test assessments.
Key details of the study:
- Participants: 54 medical students from the 2024 cohort
- Groups:
- 25 students in the conventional learning group
- 29 students in the Peer-Assisted Learning group
- Location: Anatomy Laboratory, Faculty of Medicine, UISU
- Data analysis: statistical comparison using T-tests
- Ethical approval: granted by the UISU Ethics Committee
Students completed tests before and after the learning intervention to measure improvement in anatomy knowledge.
Key Findings: Both Methods Improve Scores
The results show clear improvement in anatomy practicum scores in both groups.
Conventional Learning Results
- Average pre-test score: 31.20
- Average post-test score: 57.80
- Significant improvement after instruction (p < 0.05)
Peer-Assisted Learning Results
- Average pre-test score: 30.00
- Average post-test score: 65.51
- Significant improvement after instruction (p < 0.05)
Both teaching methods significantly increased student understanding.
No Significant Difference Between Methods—But PAL Scores Higher
When researchers compared the two groups directly, the difference in final scores was not statistically significant. However, the PAL group achieved a higher average post-test score than the conventional group.
Key statistical results:
- No significant difference in pre-test scores (p = 0.833)
- No significant difference in post-test scores (p = 0.213)
- Both methods equally effective overall
In simple terms, both approaches work well, but PAL shows a slight performance advantage.
Why Peer-Assisted Learning Still Matters
Although the statistical difference was not significant, the PAL method demonstrated several educational benefits.
According to the authors, peer learning promotes:
- Social interaction that supports deeper understanding
- Increased confidence and participation
- Improved communication and collaboration skills
- Better engagement during practical sessions
Students who teach others as peer tutors also strengthen their own knowledge through explanation and discussion.
However, the researchers emphasize that PAL should complement—not replace—lecturers. Advanced learning tasks such as analysis and critical thinking still require strong guidance from experienced educators.
Why Conventional Teaching Still Works
Interestingly, the study also highlights the continued value of traditional teaching methods.
Conventional instruction:
- Provides structured explanations and clear guidance
- Helps students grasp key concepts efficiently
- Supports critical thinking through lecturer-led discussions
Despite being teacher-centered, the method remains effective—especially for students who benefit from direct instruction.
Limitations and Future Research
The researchers identified several limitations:
- Short duration of PAL implementation
- No grouping based on students’ cognitive ability
- Peer tutor facilitation skills were not evaluated
- Long-term retention was not measured
Future studies are recommended to explore whether PAL improves long-term memory retention by conducting follow-up tests months after the practicum.
Implications for Medical Education
The study offers practical guidance for medical schools and educators.
Key implications include:
- Combining PAL and conventional teaching may provide optimal results.
- Medical faculties can adopt peer tutoring without replacing lecturers.
- Active learning strategies can increase student engagement and confidence.
- Long-term research is needed to measure retention and clinical impact.
The findings support a blended teaching approach that integrates collaboration and structured instruction.
Researcher Perspective
Syalsa Malemta Fitri and colleagues conclude that both teaching methods improve anatomy learning outcomes. However, the slightly higher scores in the PAL group suggest strong potential for expanding peer-based learning strategies in medical education.
Author Profiles
Syalsa Malemta Fitri – Medical researcher at the Faculty of Medicine, Universitas Islam Sumatera Utara. Focuses on medical education and learning methods.
Wan Muhammad Ismail – Lecturer and researcher at the Faculty of Medicine, Universitas Islam Sumatera Utara. Specializes in medical education and curriculum development.
Sisca Devy – Academic researcher at the Faculty of Medicine, Universitas Islam Sumatera Utara. Works in medical teaching and student learning outcomes.
Tezar Samekto Darungan – Faculty member at Universitas Islam Sumatera Utara with expertise in medical education and clinical training.
0 Komentar