An observational study of learning effects of peer‐assisted learning tests in COVID‐19 pandemic times

Abstract

Purpose This study aimed to determine whether peer‐assisted learning (PAL) is a more effective learning and test method in terms of oral‐ and maxillofacial surgery. Material and methods In July 2020, a total of 267 students took a PAL‐based exam on fictional patients with surgical issues, in which they had to evaluate two fellow students and were themselves evaluated by two fellow students. The students evaluated their experience with the PAL‐based exam through a questionnaire which consisted of five given statements (answer possibilities: agree, disagree, neutral) and two questions (answer possibilities: better, equal, worse) to rate. Results In the survey, 77.9% of the students rated PAL as a better learning method and 21% rated it as at least equally effective to the known multiple‐choice (MC) test. A total of 74.9% of the students indicated that they learned more content with PAL and 20.2% said they learned the same amount; 83.7% said that their “clinical thinking has improved” through PAL. In the comments, 73% of the students noted that they think PAL is a good learning method, and at least 22% rated it as useful but in need of improvements. Only 5% did not see PAL as an acceptable learning method. In contrast to this, 1.3% saw PAL as a “bad alternative to MC tests.” Conclusion PAL, especially peer assessment, might represent a better learning method as it might encourage students to deal more intensively with the learning content and to improve clinical thinking.

Dental student education during the COVID-19 pandemic: a scoping review of frontline teaching approaches

“…Virtual small group seminars enhanced interaction, integrating theory and its application. 17,18 Asynchronous tasks included case assignments 19,20,21,22 and self-paced learning platforms combining theoretical content and quizzes. 23,24,25 Remote assessments, both formative and summative, were conducted.…”

“…Interaction, engagement, and participation were valued by both students and faculty during the pandemic. 22,40,41,42 Transitioning from lectures to interactive activities like breakout rooms and quizzes enhanced engagement and understanding. 19,43,44 Students enjoyed interactive sessions, especially overseas students, who found comfort in active online learning.…”

“…30,31,58,59 Limited hands-on experience and low confidence in advanced procedures were major worries. 60 Case-based learning and pre-clinical courses were limited in addressing these concerns, 21,22,48 while simulation stood out as a key method for enhancing clinical skill competency in the absence of patient contact. 13,25,36,51 Post-pandemic Both students and faculty foresaw lasting changes in dental education post-pandemic, driven by a newfound openness to innovative teaching methods.…”

“…25,31 Activities incorporating group discussion or Case-Based Learning was also viewed positively. 18,20,22,45 Learning Management Systems, asynchronous activities, and serious games were also praised for enhancing student motivation.…”

Peer assessment as a method for facilitating cross-sector learning: A national pilot

“…Peer assessment has been suggested to be "successful in any discipline area and at any level" (Falchikov & Goldfinch, 2000). Involving learners in any form of assessment method can increase engagement and an understanding of assessment standards and crucially has been shown to promote learning (Boud, 1988;Holfert, Kesting & Buchbender, 2022;Pound, Carroll & Nye, 2022). Using peer assessment has been shown to develop essential skills in the development of pharmacists, such as critical reasoning and reflection skills (Dochy, Segers & Sluijsmans, 1999;Hanrahan & Isaacs, 2001;Papinczak, Young & Groves, 2007).…”