Abstract :
Background: Health science education is competency based education where one needs to critically think
and analyse the problem. Critical thinking is meta-cognitive process where self-learning and meaningful
learning are integral. Peer-learning helps in fostering higher order thinking and provides the environment
for meaningful learning. There is a mixed evidence of effectiveness of peer learning. Very few studies have
addressed changing group dynamics, group composition and its effect on critical reasoning ability. Hence
present study aimed to assess effectiveness of peer-learning on critical reasoning ability, in physiotherapy
undergraduate students, with changing group composition.
Methodology: This quasi experimental two group crossover study was conducted in two phases. Total 37
fourth year physiotherapy students were involved in the study by convenient sampling. The students were
randomly allocated in two groups. In first phase, Group One was sub-grouped based on scores of content
knowledge test taken before experiment, by grouping high, medium and low scorers together. Group Two
was given a freedom to choose their partners. In second phase groups crossed over. Five case-based sessions
were conducted in each phase and both groups fulfilled the objectives, by peer discussion within their subgroup.
Outcome measure was health science critical reasoning ability using Health Science Reasoning Test
score.
Results: There was no significant difference found in the test scores between both the groups. This study
does not favour the effectiveness of the peer-learning in improving critical reasoning skills. There found
no effect of changing group composition on critical reasoning ability. The results could be content and
discipline specific.
Keyword :
Peer learning, Critical reasoning, Group dynamics, Group composition, Physiotherapy education.