Flipped and Peer-Assisted teaching: a new model in virtual anatomy education

Area of Science:

• Medical Education
• Anatomy Education
• Virtual Learning Environments

Background:

• The COVID-19 pandemic necessitated innovative approaches to medical education.
• Traditional anatomy teaching methods faced challenges in virtual settings.
• There was a need for adaptable educational models to ensure continuity of learning.

Purpose of the Study:

• To introduce and evaluate a novel virtual teaching model for anatomy education.
• To combine Peer-Assisted Learning (PAL) with flipped classroom strategies.
• To align the virtual teaching model with constructivist learning principles.

Main Methods:

• A descriptive study was conducted using the Flipped Peer Assisted (FPA) method in a virtual neuroanatomy course.
• Second-year medical students participated in small PAL groups, with the instructor acting as a facilitator.
• Student opinions were assessed using a 15-item Likert scale questionnaire.

Main Results:

• 210 students participated, achieving an average test score of 26.75 ± 3.67 out of 30.
• Student feedback indicated increased motivation, improved teamwork and communication skills, and a positive shift in perspective towards anatomy.
• The method provided effective formative assessment and feedback opportunities.

Conclusions:

• The FPA model is effective in transforming traditional teaching for virtual environments.
• This model enhances anatomy education, especially during crises like pandemics.
• The FPA approach shows promise for improving online medical and anatomy instruction.