Document Type : Original Article
Health Services Management Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
Medical Informatics Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran.
Background: In peer teaching, students act as both teachers and learners. Peer teaching can be a useful way to learn courses in interdisciplinary fields of study.
Objectives: The purpose of this study was to investigate the viewpoint of health information technology students about learning through peer teaching.
Methods: This cross-sectional study was conducted in 2017 at Kerman University of Medical Sciences. Undergraduate students in the health information technology department using the peer teaching method participated. Data were collected using a self-administered questionnaire. The questionnaire consisting of 42 questions assesses students' attitudes toward peer teaching. It consisted of two categories: "learning improvement" and "students' satisfaction with the peer teaching." Data were analyzed using SPSS software.
Results: A total of 52 students participated in the study. Regarding learning improvement, the mean score of development of individual skills, improvement of students' learning, and improvement of peer performance were 3.43 ±1.05, 3.34 ±1.08, and 3.37 ±1.03, respectively. In terms of student satisfaction the mean score of interaction between learner and teacher, knowledge transferred to the student, and the class conditions were 3.52 ±1.10, 3.31 ±1.09, and 3.21 ±1.15, respectively. Students who attended more in peer classes were more satisfied and their learning improved (P<0.05). There was no significant relationship between age, gender, and the number of passed semesters with students' satisfaction and learning (P>0.05).
Conclusion: From the students' point of view, peer teaching can improve their learning. Also, the students were satisfied with the training provided by their peers. Peer teaching can be a complement to the teacher-centered method by providing a positive experience.
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