Type of Article:  Original

Volume 7; Issue 2.1 (April 2019)

Page No.: 6404-6409

DOI: https://dx.doi.org/10.16965/ijar.2019.127


Archana Damodharrao Kannamwar 1 , Gajanan Laxmanrao Maske *2.

1 Associate Professor, Anatomy, SVNGMC, Yavatmal.445001, India.

*2 Assistant Proessor, Anatomy, SVNGMC, Yavatmal.445001, India.

Address for Correspondence: Dr. Gajanan L. Maske, Assistant Proessor, Anatomy, SVNGMC, Yavatmal.445001, India.

E-Mail: drgajananlmaske@gmail.com


Background: Academic achievement is considered as a key to judge one’s potentialities and capacities. Low achievement may be related to poor self concept, lack of family involvement, damaging peer pressure, cultural deprivation, study skill deficiency, emotional problems, physical illness, lack of academic motivation. Anatomy has been considered a key element of medical education for centuries and has survived current challenging pedagogic test of time. The teaching hours of anatomy have been reduced but the traditional teaching predominates and lacks integration and clinical correlate. As living and surface anatomy forms the bridge between clinical practice and gross anatomy; the reduced course hours compelled many medical institutes to upgrade the development of anatomical resources via new technological advancements and by inculcating living anatomy sessions by peer examination, life models and imaging. Further evidence is needed to define which method of anatomy teaching leads to the most effective clinicians and if the choice of method affects students.  Peer physical examination (PPE) was considered as one of the important and widely accepted teaching tool in conducting living and surface anatomy sessions. In the present study, PPE is used as a teaching tool to help low achiever students to escalate their academic performance.

Results: Two groups A and B are made of 25 each from 50 low achiever students. Five topics of living anatomy were taught with traditional method in group A and with PPE in group B. Then students were assessed by objectively structured practical examination (OSPE) of both groups. There was statistically significant difference in scores of students in group A and group B.

Conclusions: So we concluded that there is definitely an academic improvement in the low achiever students with the use of PPE. But future studies are required to compare the findings presented here with those of other medical colleges. So that PPE can be included as a regular teaching tool to facilitate not only low achievers but all of the students for their academic enhancement and future goal of becoming competent and ideal clinician.

Key words: Low achievers, PPE, Living Anatomy, Academic improvement.


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Cite this article: Archana Damodharrao Kannamwar, Gajanan Laxmanrao Maske. ‘PEER PHYSICAL EXAMINATION’ AS A TOOL FOR LEARNING HUMAN ANATOMY AND CLINICAL SKILLS. Int J Anat Res 2019;7(2.1):6404-6409. DOI: 10.16965/ijar.2019.127