Comparing students’ rate of learning through lecturing and peer group teaching and study their viewpoints

Teaching plays an effective role in efficiency of the educational system. The present study aimed to compare the rate of learning the lesson of gynecology and infertility among midwifery students by lecture and peer teaching methods and study students' viewpoints in this regards. this is a Quasi-experimental study. Population research was the undergraduate midwifery students of 5th   semester in Yasuj university of medical sciences that 22 individuals selected lesson of gynecology and infertility indicated as sample. Half of the titles and contents of the lesson were taught by faculty members through lecture method and second half was taught by peers. The students were divided into 6 groups and each group participated in teaching a subject. At the end of the lecture, mid-term exam was performed also final exam after the peers teaching. The post-test was done at the end of each teaching session in both methods. The students' viewpoints were measured by a questionnaire at the end of both teaching methods. Data were analyzed using descriptive statistics and Paired t-test through SPSS. The mean score of the mid -term exam was 29.67 ± 4.68 and the mean of the final exam score was 31.3 ± 5.40, without any significant difference (p = 0.14). The mean score of the lecture post-test was (6.6 ± 1.61) and the peer teaching post-test was (7.71 ± 1.31), with a significant difference (p = 0.002). Most students in the area of interest and participation in learning and the appropriate method of teaching selected peer- teaching and the area the principles of teaching lecture method selected  lecture method and  in the area of  evaluating  the content of the course, both methods were almost identical. According to research findings, the use of student-centered methods, such as peers teaching, is suggested as a complementary method of teaching theoretical courses along with lecture methods to increase students' motivation.