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Peer-Assisted Learning in a Gross Anatomy Dissection Course.
Eui-Ryoung Han1, Eun-Kyung Chung2, Kwang-Il Nam3
1Office of Education and Research, Chonnam National University Hospital, Gwangju, South Korea.
Plos One
|November 14, 2015
Summary
Peer-assisted dissection significantly improved students' understanding and academic performance in gross anatomy compared to traditional faculty-led methods. This approach enhances self-perception and retention of anatomical knowledge.
Area of Science:
- Medical Education
- Anatomy
Background:
- Traditional gross anatomy dissection is often faculty-led.
- Peer-assisted learning (PAL) models are increasingly explored in medical education.
Purpose of the Study:
- To compare the effectiveness of peer-assisted dissection versus faculty-led dissection.
- To evaluate the impact on students' self-assessment of learning and academic achievement.
Main Methods:
- A peer-assisted dissection group (n=134) was compared to a faculty-led dissection group (n=71).
- Both groups received a lecture on upper-limb gross anatomy prior to dissection.
- Peer tutors in the experimental group were trained in advance.
Main Results:
- Students in the peer-assisted group reported significantly higher self-assessment scores.
- The experimental group also achieved significantly higher academic scores.
- Peer-assisted dissection positively influenced self-perception and knowledge retention.
Conclusions:
- Peer-assisted dissection enhances both self-perceived learning and objective academic outcomes.
- This method promotes active participation and deeper understanding of anatomical concepts.
- PAL is a valuable pedagogical strategy for gross anatomy education.
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