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In this project we developed a novel program of "Collaborative Peer Learning and Teaching Teams", conducted in conjunction with the traditional lectures of second year Biochemistry in the BAppScience course (Medical Laboratory Science) at RMIT. Each student team developed a specific study topic, and then presented their work to the rest of the class. By adopting a teaching role, the student teams addressed and presented their study topics from a student perspective, and in a conceptual manner to which other students could best relate. Evaluations of the project indicated that the program was highly successful with the students. Student understanding and learning, motivation and confidence all benefitted through this program. The peer group activities and student presentations are currently being used by staff to develop teaching packages which will further assist students with their learning. In this way, we will incorporate student-derived approaches and further address areas of difficulty evident from the group activities. The teaching packages will include written documentation, exercises and interactive Computer Aided Learning (CAL) materials.
The peer group activities and student presentations were used by staff to further develop teaching packages for each study topic. The teaching packages include written documentation, exercises and interactive Computer Aided Learning (CAL) materials. In this way, student-derived approaches and student-noted areas of difficulty were incorporated and developed in teaching packages designed to assist students with their learning.
Prior to the commencement of the group activities, the team members were instructed to revise the relevant lecture material using a set of revision questions given to each student. The questions were divided into sections, with each section allocated to a subgroup of 2 - 3 students. Each team member was instructed to also briefly revise the lecture material not covered by their alloted questions.
The group activities were started with each of the subgroups informally presenting the theory topics related to their revision questions, to the rest of the team. As instructed, these presentations addressed: "Main Thrusts / Concepts", "Areas of Difficulty" and "Key Words". During these presentations the students of the team were encouraged to ask questions and generate group discussion. The role of the lecturer was to subtly direct the proceedings, and to be available for consultation, as the need arose.
The revision activities were followed by an analysis of a case study, designed to support and reinforce the study topic. The case study was approached via discussions in the subgroups as before, and finally via discussion by the whole team and the lecturer.
The overall response of the students to this learning initiative was extremely positive. All of the participants developed new skills required for group work and, as such, greatly benefitted from the group discussions. The new responsibilities for the other members of their team motivated the students. Furthermore, as a result of the group work, the students gained confidence tackling the subject, as they realised that they all experienced similar problems.
The vast majority of the students felt the program was highly beneficial to their learning and understanding of their topic. This was attributed to be due to the fact that all discussions and explanations were carried out primarily by the students themselves, using approaches with which students could identify and understand. Indeed, many students felt that this type of program should be incorporated into the syllabus in such a way that all of the students would be able to study all of the topics in a peer team setting.
Our findings are supported by previous reports which suggest that a student-centred approach significantly enhances teaching and learning. In particular, Laurillard (1993) and Ramsden (1988,1992) have suggested that improved teaching and learning methods must necessarily include a strong dialogue / relation between the teacher and the student, rest on an understanding of the student's perspective, and rely on the student adopting a deep approach to learning. This latter approach must include a way of relating and distinguishing new ideas from previous knowledge, thus starting at the student's level of knowledge (Ramsden, 1988). A deep approach to learning is clearly a desirable learning practice for long term retention and appears to be promoted by a problem-based learning strategy (Whelan, 1988; Boud and Feletti, 1991). Thus, we believe that the success of this project has been its student-centred perspective in the tackling of the background material, new concepts, and areas of difficulty of the subject matter.
Laurillard, D. (1993). Rethinking University Teaching, Routledge, Chapman and Hall, London, NY.
Ramsden, P. (1988). Improving Learning- New Perspectives. Nichols Publishing Co, NY.
Ramsden, P. (1992). Learning to Teach in Higher Education. Routledge, Chapman and Hall, London, NY.
Whelan, G. (1988). Improving Medical Students' Clinical Problem-solving. In P. Ramsden (Ed), Improving Learning- New Perspectives, pp.199-214. Nichols Publishing Co, NY.
| Authors: Marian Dobos, Department of Medical Laboratory Science RMIT City Campus, GPO Box 2476V, Melbourne, Victoria 3001 Tel: (03) 9660 2818 Fax:(03) 9660 3015 Email: marian_mls@rmit.edu.au Susan Grinpukel, Department of Medical Laboratory Science RMIT City Campus, GPO Box 2476V, Melbourne, Victoria 3001 Tel: (03) 9660 2818 Fax: (03) 9660 3015 Please cite as: (1996). Peer group teaching - a new approach to the teaching of biochemistry at RMIT. Different Approaches: Theory and Practice in Higher Education. Proceedings HERDSA Conference 1996. Perth, Western Australia, 8-12 July. http://www.herdsa.org.au/confs/1996/dobos.html |