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Near‐peer teaching in an anatomy course with a low faculty‐to‐student ratio
Author(s) -
Durán Claudia Elisa Pámanes,
Bahena Eduardo Navarro,
Rodríguez María de los Ángeles García,
Baca Guillermo Jacobo,
Uresti Antonio Sánchez,
ElizondoOmaña Rodrigo Enrique,
López Santos Guzmán
Publication year - 2012
Publication title -
anatomical sciences education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.126
H-Index - 51
eISSN - 1935-9780
pISSN - 1935-9772
DOI - 10.1002/ase.1269
Subject(s) - gross anatomy , curriculum , medical education , session (web analytics) , dissection (medical) , teaching method , psychology , anatomy , mathematics education , medicine , pedagogy , computer science , world wide web
Near‐peer teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. The goal of the present study is to describe the design and implementation of near‐peer teaching in an anatomy course and to evaluate students' perceptions of the program. A total of 700 students were registered for this anatomy course which employed near‐peer instructors. Of enrolled students, 558 (79.7%) agreed to participate in this study. In general, the practical section (e.g., the clinical hour, image‐based anatomy session, and gross anatomy laboratory) of the course was viewed more favorably compared to the theory section (54.8%, n = 306), with dissection and prosection in the laboratory rated as the most valued experiences (34.9%, n = 195). Near‐peer teaching is a viable option that satisfies the demands of modern curricula using small groups. This format stimulates learning within courses that have large numbers of students and low faculty‐to‐student ratios. Anat Sci Educ. © 2012 American Association of Anatomists.