Background: Activelearning is a student-centered approach in which the responsibility forlearning is placed upon the student, often working in collaboration withclassmates, other than listening passively to an instructor’s lecture. Peerlearning is a learner-centred education in which students are expected totake greater initiative and responsibility to manage more of their own learningand educational/personal development. The present study is undertaken tointroduce Team Quiz as a peer assessment tool to enhance active learning in thesubject of Forensic Medicine.Methodology: Study setting: Indira Gandhi Medical College& Research Institute, Pondicherry Study type: Crosssectional study. Study participants:3rd Semester MBBS Students. Studyduration: Three months.
The students were divided into five teams aftergiving a detailed explanation of Team-Quiz. One team was assigned theresponsibility to create a specific number of questions (SAQs) on a givenparticular topic under the guidance and supervision of a facilitator (Faculty).The questions prepared by the team were validated on the reliability andvalidity of the questions by the concerned Faculty. The remaining four teamswere assigned the responsibility of collectively studying the outline and materials provided on the giventopic. A pre-test was conducted prior to the traditional lectures to know theirbaseline knowledge. After the traditional lecture Team-Quiz was conducted bythe 1st Team.
The same procedure was repeated by giving chance forthe next team to create the questions on another topic till all the Team getsthe chance to conduct the Team-Quiz. Finally, post-test was conducted at theend of the Quiz. Feedback was collected at the end of the assessment to knowwhat difference it made in their learning process.
Result: Atotal of 134 students participated and their feedbacks were collected. Maximumnumber of the students has assessed the event as good (52.2%), followed byexcellent (41.8%), average (4.5%) and Fair (1.5%).
Maximum number of thestudents (82.09%) strongly agreed that the event was useful to them in learningthe subject better. None of the students had any disagreement regarding theusefulness of Team-Quiz. Majority of the participants (56.72%) strongly agreedthat they want this type of active learning activities in the future. None ofthe students had any disagreement regarding the usefulness of Team-Quiz.
In thepre-test 9% of the student’s performance was poor, 64.2% was average, 26.8% wasgood and none of their performance was excellent. But in the post-test 8.
2% ofthe student’s performance was poor, 4.5% was average, 40.3% was good, and 47%was excellent.
During the post-test, 11 students were absent which reflectedthe poor performance in the post-test. Otherwise 17.1% scored more than 75%.The participants showed a mean improvement of 10% from pretest to posttest(p-1.
10529E-20). Majority of the participants reported that the Team-Quiz wasinteresting and helpful. Many of the participants wanted similar activelearning activities in the future for other topics as well. Some of theparticipants wanted that such active learning should be conducted for everysemester, as it induces them to learn, collect more information from differentbooks, gain more knowledge and secure more marks. Conclusion: Active learning in thecontext of higher education is often a social and informal process where ideasare casually exchanged through student involvement and intellectual andinterpersonal activities. It was conceptualized as a process involving studentsnot only “doing” things, but analyzing what they are doing.
Team-Quiz maybeincluded as a potential peer assessment tool for the students to become activelearners by working as a team, learning with and from each other.