Peer education model in Trakya university faculty of medicine

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dc.authoridALDI, Feza Irem/0000-0002-8494-3860
dc.contributor.authorSakru, Nermin
dc.contributor.authorAldi, Feza Irem
dc.contributor.authorCakmakci, Berrak
dc.contributor.authorArabaci, Furkan
dc.contributor.authorAfyoncu, Erkut
dc.date.accessioned2024-06-12T11:12:10Z
dc.date.available2024-06-12T11:12:10Z
dc.date.issued2023
dc.departmentTrakya Üniversitesien_US
dc.description.abstractBackground Peer education is an education model applied to change knowledge, behavior, and attitude in groups equal to each other regarding age, education, and status. This model is preferred in universities to improve teaching skills and reduce the stress level of students. This study aims to apply the peer education model at Trakya University Faculty of Medicine to receive feedback from students and to examine its effect on exam results.Methods This cross-sectional, descriptive, and analytical study was conducted with second-year medical students in parasitology laboratory lessons. Eighteen out of a total of 264 students were selected as peer educators. Peer educators have reached the level of providing education to students by taking the training before the laboratory lessons. At the end of the study, questionnaires were applied to peer educators and students. The students' of 2021-2022 exam results were compared with the 2018-2019 academic year results.Results A total of 233 students were surveyed, and 78.5% (183/233) of them believe peer education is helpful, 69.9% (163/233) think it can help them reinforce what they have learned in theoretical lessons, 54.5% (127/233) think it should be used in other practical lessons, and 64.3% think it should be used in the coming years. While there was no significant difference between the exam results of the students in 2021-2022 and the 2018-2019 period (p: 0.462), a significant difference was found between the exam results of peer educators and students (p < 0.05).Conclusions It is known that with the peer education model, student stress will decrease, and interest and participation in the lesson will increase. Continuing this education model in the coming years and expanding it to other laboratory courses will benefit medical education.en_US
dc.identifier.doi10.1186/s12909-023-04739-7
dc.identifier.issn1472-6920
dc.identifier.issue1en_US
dc.identifier.pmid37803420en_US
dc.identifier.scopus2-s2.0-85173761522en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1186/s12909-023-04739-7
dc.identifier.urihttps://hdl.handle.net/20.500.14551/23074
dc.identifier.volume23en_US
dc.identifier.wosWOS:001090281500010en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherBmcen_US
dc.relation.ispartofBmc Medical Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectPeer Assisted Learningen_US
dc.subjectPeer Educationen_US
dc.subjectMedical Schoolen_US
dc.subjectParasitologyen_US
dc.subjectTurkeyen_US
dc.subjectStudentsen_US
dc.subjectPerformanceen_US
dc.subjectTeachersen_US
dc.subjectImpacten_US
dc.titlePeer education model in Trakya university faculty of medicineen_US
dc.typeArticleen_US

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