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Near-peer teaching in anatomy: an approach for deeper learning
Darrell J R Evans1, Tracy Cuffe
1Brighton and Sussex Medical School, Sussex University, Brighton BN1 9PX, United Kingdom. d.evans@bsms.ac.uk
Anatomical Sciences Education
|September 16, 2009
Summary
Near-peer teaching programs enhance anatomy learning for medical students. Fourth-year students teaching first- and second-year students found the experience valuable for their own learning and skill development.
Area of Science:
- Medical Education
- Anatomy Pedagogy
Background:
- Peer teaching is an effective learning strategy in healthcare education.
- Near-peer teaching leverages experienced students to share knowledge and refine their own understanding.
- This approach benefits both tutors and tutees by enhancing communication and the learning environment.
Purpose of the Study:
- To design and implement a near-peer teaching program for fourth-year medical students instructing first- and second-year students in anatomy.
- To evaluate the perceptions of near-peer teachers regarding the program's utility for their personal learning and skill acquisition.
Main Methods:
- A program was developed for fourth-year medical students to teach anatomy.
- The program's impact was assessed through the perceptions of the near-peer teachers.
- Feedback was collected from participants on the program's effectiveness.
Main Results:
- The program successfully created an environment conducive to deeper anatomy learning through teaching.
- Near-peer teachers reported enhanced teaching skills beneficial for future supervisory roles.
- First- and second-year medical students perceived near-peer teachers as a positive learning resource.
Conclusions:
- Near-peer teaching effectively deepens anatomy knowledge for tutors and tutees.
- The program cultivates essential teaching and supervisory skills in senior medical students.
- This initiative provides a valuable resource for anatomy instruction within the medical school.
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