Improving Academic Performance of Sport and Exercise Science Undergraduate Students in Gross Anatomy Using a Near‐Peer Teaching Program | Zendy

Viana Ricardo Borges | Zendy; Campos Mário Hebling | Zendy; Santos Douglas de Assis Teles | Zendy; Xavier Isabela Cristina Maioni | Zendy; Vancini Rodrigo Luiz | Zendy; Andrade Marília Santos | Zendy; de Lira Claudio Andre Barbosa | Zendy

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Improving Academic Performance of Sport and Exercise Science Undergraduate Students in Gross Anatomy Using a Near‐Peer Teaching Program

Author(s) -

Viana Ricardo Borges,

Campos Mário Hebling,

Santos Douglas de Assis Teles,

Xavier Isabela Cristina Maioni,

Vancini Rodrigo Luiz,

Andrade Marília Santos,

de Lira Claudio Andre Barbosa

Publication year - 2018

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.1790

Subject(s) - attendance , coursework , medical education , session (web analytics) , interquartile range , psychology , medicine , mathematics education , computer science , world wide web , economics , economic growth

Peer and near‐peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near‐peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near‐peer teaching program, and students in the other group attended no sessions. The final grade (range 0–100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near‐peer teaching program (69.5 ± 16.0%) was 38.7% higher ( P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near‐peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near‐peer teaching program). A significant positive association was found between near‐peer teaching program frequency and the number of students approved and not approved in the course ( P = 0.041). A significant difference ( P = 0.001) was found in the attendance at regular classes between the group who participated in the near‐peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near‐peer teaching program attendance. These results highlight the effectiveness of a near‐peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ. © 2018 American Association of Anatomists.

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