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Could study better” “I consider it’ll also strengthen teaching skills” “motivates to discover more” “remember it in a better way”[table/Fig-6]: Categorization of responses with percentage distribution of often occurring responses to “How I could have done better”Tutorial becoming mainly a teacher-controlled activity, although students had been encouraged to participate, there was a restricted opportunity to express their opinions [15]. Faculty tutors reported active participation by only handful of motivated students, whereas other individuals had been mere passive listeners.Reasons”it motivates us to study the topic properly” 74 “that way we had been forced to study to ensure that we are able to explain well” “it is enjoyable experience” “enjoyable” “interesting class” etc. 59 “better than routine revision classes” “its entertaining!” “I can understand properly” “by observing fellow-mates teach, we get inspired”dIScuSSIOnPAL has been successful in finding out course of action, self directed and collaborative MedChemExpress BI-9564 learning [19]. Health-related students, as a part of their specialist profession, are constantly involved in teaching, as they develop into sources of health info for individuals, household, buddies and duringanalysis of reflective statements: Coding of kind of reflective statements 1 Reflection in action 1st peer teaching session “I initially felt reluctant but later on I became cool. The truth is I identified myself enjoying the entire act of teaching!” “Probably subsequent time I’ll be much more confident. I know how substantially preparation PubMed ID:http://www.ncbi.nlm.nih.gov/pubmed/20154050 is necessary to teach… and that as well with chalk board” 2nd peer teaching session[table/Fig-7]: Categorization of responses with percentage distribution of regularly occurring responses to “Should this physical exercise be performed additional generally State reasons”3rd peer teaching session “As I started I looked at my good friends and became a bit conscious…I instantly focused my gaze around the tutor” “When I contemplate the whole knowledge, I feel I need to have first noted down the points I wish to teach… that way I’ll not miss anything”4th peer teaching session “one student indicated me to hold the mike a lot more close… possibly I was not audible for initial couple of minutes.”Reflection on actionClaiming evidence”I believed I was going as well fast, but when a single student could answer my query, I was relaxed” “I was tensed as I had to teach without energy point . I just revised the whole factor in thoughts. I could now try to remember handful of things which had been left out, since of stress. Next time, I’ll be in superior position to teach” “I just couldn’t recall the name of “apneustic centre” !it was a total mental shut down. Someone prompted in the audience after which I could go ahead. Nevertheless it was superb knowledge acting as a teacher” “It was excellent to study the subject beforeh and… I could be confident due to the fact I had study it well”Describing experienceRecognizing discrepancies”I later realised that I’ve not covered the intermediate regulation of blood stress.”[table/Fig-8]: Thematic segregation of reflective statements and its verbatim record beneath respective themesJournal of Clinical and Diagnostic Analysis. 2015 Aug, Vol-9(8): JC01-JCwww.jcdr.netTripti K. Srivastava et al., Peer Teaching in PhysiologyMost on the learners found teaching exercise enjoyable and valuable in understanding. Related observations have been recorded by Bardach et al., in “Teach the way to Teach” sessions of Final MBBS students exactly where the students strongly endorsed the program and agreed that formal instruction in teaching really should be a essential part of healthcare education [32]. A plausible expla.