The use of peer instruction in teaching anatomy and physiology to nursing students

Peer Instruction (PI) is now becoming a commonly used teaching method in basic sciences in which lectures are interspersed with conceptual questions to actively engage students. Adult learners working full time and returning to nursing school may have difficulty mastering the basic sciences due to the large amount of information presented coupled with their limited time for study and teacher interaction. We are evaluating the use of PI in a group of students (n= 28) who are taking a two semester lecture and laboratory course in Anatomy and Physiology as part of a Growing Your Own Program at Albany Medical Center and Hudson Valley Community College. The purpose of this study is to determine if PI enhances test performance and overall understanding in a time efficient manner. During each hour of lecture the students answer two conceptual multiple questions on the material presently being delivered. They are instructed to answer each question individually and then answer the same question again following a brief discussion with a neighboring student. Data will be collected throughout the two semester course to determine if PI enhances quiz performance. Evidence will be presented demonstrating that there is a significant improvement in quiz scores following peer discussion. The benefit of PI during every lecture quickly reveals misconceptions by students allowing for immediate reinforcement by the instructor.