Differences Between Conventional Learning Methods and Peer-Assisted Learning on The Anatomy Practical Results of Medicine Student UISU

Syalsa Malemta Fitri; Wan Muhammad Ismail; Sisca Devy; Tezar Samekto Darungan

doi:10.59890/ijeps.v4i2.336

Authors

Syalsa Malemta Fitri Islamic University of North Sumatra
Wan Muhammad Ismail Islamic University of North Sumatra
Sisca Devy Islamic University of North Sumatra
Tezar Samekto Darungan Islamic University of North Sumatra

DOI:

https://doi.org/10.59890/ijeps.v4i2.336

Keywords:

Learning Methods, Conventional, Peer Assisted Learning

Abstract

Anatomy practicals are a vital component of medical education, yet many students still struggle to grasp anatomical concepts. The conventional teaching methods currently in use are often ineffective in improving students’ understanding. Peer-Assisted Learning (PAL) has been shown to enhance learning outcomes across various disciplines, but has not yet been widely implemented in anatomy practicals. This study aims to determine the difference between conventional methods and PAL on the anatomy practical results of students at the Faculty of Medicine, UISU. The study employed a quasi- experimental design with a pre-test and post-test control group involving 54 students from the 2024 cohort who were randomly selected at the Anatomy Laboratory of the Faculty of Medicine, University of Islam. Hypothesis testing was performed using a t-test. The mean pre-test and post-test scores for the conventional method were 31.20 and 57.80, whilst for the PAL method they were 30.00 and 65.51. There was a significant difference between the pre-test and post-test scores for both methods (p =0.000 < 0.05). However, there was no significant difference in pre-test scores (p = 0.833 > 0.05) or post-test scores (p = 0.213 > 0.05) between the two methods. Both methods improved the mean scores, although PAL showed statistically higher results.

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