A mixed model pilot study on innovative 'Buddy System' peer-teaching methodology for post-graduate course programme in orthodontic education.

Abstract

Background: Recent advancements in orthodontics demands to shape post graduate students to acquire critical thinking skills and abilities so as to perceive high order intellectual capabilities and excellent clinical competencies. However, a very demanding top-down teaching method might not be beneficial. Hence, there is a need to bridge this research gap by conceptualizing academic curriculum with innovative teaching strategies such as the "Buddy System" aiming at creating a stress-free collaborative learning environment with attainable graduate attributes and competencies.

Objective: To evaluate and assess the feasibility and acceptance of the innovative 'Buddy System" peer-teaching methodology for post-graduate course programme in orthodontic education.

Material and methods: A mixed-method pilot study was conducted among thirty postgraduate students (n=30) in two phases. In Phase I, a structured questionnaire comprising 29 items was developed and validated by senior academic faculty, categorized into theoretical, practical, performance-based assessment, and interpersonal skills (Categories I to IV respectively). Phase II employed completion of the questionnaire and semi-structured interviews following a peer-teaching group activity. In the questionnaire attitudes and perceptions were evaluated using a Likert scale. We measured agreement between fellow teachers and fellow learners with kappa statistic, and data were analyzed with IBM SPSS Statistics version 25.0.

Results: The study findings inferred good agreement with a Kappa value of 0.694, 0.683, 0.751 & 0.705 in Category I, Category II, Category III and Category IV respectively in terms of sharing of study materials in the form of books and research projects. The cumulative Kappa value obtained was 0.996 which indicated excellent agreement between fellow teachers and fellow learners (p value< 0.001).

Conclusions: Buddy system could facilitate active learning, collaborative environment and interpersonal support amongst post graduate students, thereby aiding as a desirable integrated peer-teaching model for dental curriculum.