Authors : Hrutuja Deshpande, Dr. Sachin Gugawad, Prachi Dhurye Dr. Shashikiran N. D, Dr. Namrata Gaonkar Dr. Savita G. Hadakar, Dr. Swapnil M. Taur
Volume/Issue : Volume 4 - 2019, Issue 12 - December
Google Scholar : https://goo.gl/DF9R4u
Scribd : https://bit.ly/2sc2Av9
To evaluate the effect of near-peer teaching
program of OSPE (Objective Structured Practical
Examination) in dental students.
Throughout centuries, teaching has been a
concrete base for learning and persuading education.
Technology lead to the use of projectors along with
chalk and board, although “Peer Teaching” method has
been used for decades it was not until recently
considered as a standard method of teaching. Using
peer teaching as a method of teaching and OSPE as a
method for evaluation can prove to be more beneficial
to the learners as well as to the educators, thus
improving their skills.
The sample size were 80 students out of which 40
second-year undergraduate dental students were taught
by 40 near peer teachers i.e. the third-year
undergraduate students by one to one interaction that is
in the ratio 1:1 for implementation on OSPE.
The results found in the study after evaluating 15
questions were more promotive towards implementing
near peer teaching as a teaching modality for OSPE.
Our study encourages new interactive teaching
method where every student was given enough
importance which improves the communication,
reduces the fear and anxiety experienced by the
students when approaching the staff for the clarification
of doubts. The comparison along with other studies
could be definitively evaluated.
Through our results, we can conclude that though
conventional teaching and examination are the most
commonly employed methods, teaching by a near peer
teacher in one to one interaction and evaluation of the
practical skills by the method of OSPE can improvise
and give much better results.
Keywords : OSPE, Peer Teaching, Undergraduate, Dental Students, Third-Year, Second-Year, Practical Skills, Thought Bubble Concept.