Comparison of teaching through peer learning with the lecture method on the learning level of anesthesiology students at Jahrom University of Medical Sciences in 2013

Lecture as a teacher-centered pattern is a common method in education. However, previous years showed a tendency of various disciplines of medical sciences toward a student-centered orientation. This study aimed to compare the effectiveness of teaching through lecture and conference presentation method on the learning level of anesthesiology students. This quasi-experimental study was performed on 44 anesthesiology students through census method in Jahrom University in 2013. This study compared teaching through peer learning with lecture method. At the end of the semester, satisfaction questionnaires were completed by the students. Also, at the end of the course, students were assessed using multiple-choice questions. Mean test scores in the classroom conference method and teacher lecture method were79.02 ± 11.43 and 78.57 ± 8.21, respectively. The difference was not statistically significant (p=0.76). Also the results showed that most of the students (68.36%) were satisfied with the class conference method. The two teaching methods used did not have a statistically significant difference and a tangible effect on the final exam results. However, conference method had the highest student’s satisfaction. In line with the finding of this study, learning method based on the student participation is recommended.