Peer instruction in a physiology laboratory course in China

• DOI: 10.1152/advan.00153.2017
• Publication Date: 2018-07-04T06:00:53Z
• Authors: Hui Bian; Yan Bian; Jiao Li; Yue Li; Yanhua Ma; Xiaoxia Shao; Jiahao Xu
• Keywords: Peer Instruction

Peer instruction has been used extensively in lecture courses; however, there is little evidence of its use laboratory courses. The purpose the present study was to describe implementation peer method a physiology course China. Second-year medical students attended 6-wk fall semester 2016-2017 school year. In six new classes, strategies were substitute for traditional short, didactic lectures. effects measured by in-class quizzes and confidence levels. students' evaluations Likert scale questionnaire. significantly improved mean score on (0.53 ± 0.50 vs. 0.68 0.47, P < 0.001) levels (2.36 0.66 2.80 0.45, 0.001). Furthermore, individual incorrect answers, 39.07% changed correct answers after instruction, whereas, 6.61% an response. Overall, more their from than [χ2: 333.11; degrees freedom (df): 1; 0.001]. Therefore, positive higher negative (χ2: 244.55; df: Moreover, student highly positive. conclusion, effective strategy enhance performance addition, attitude toward favorable.