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Learner Satisfaction with Peer‐to‐Peer Teaching in Virtual Dissection Laboratories
Author(s) -
Jiang Andy,
Forster Bruce B.,
Ng Nicole,
Nicolaou Savvas,
Hu Jeff,
Spouge Rebecca,
Nugent James P.,
Darras Kathryn E.
Publication year - 2019
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2019.33.1_supplement.605.5
Subject(s) - session (web analytics) , medical education , tutor , curriculum , dissection (medical) , peer instruction , psychology , virtual patient , medicine , peer feedback , computer science , mathematics education , surgery , pedagogy , world wide web
Virtual dissection is a novel method for teaching anatomy through radiological images. While the role of peer learning has been studied in cadaveric dissection, not much is known about the role of peer teaching in virtual dissection. Aim To determine first year medical students' satisfaction with peer‐to‐peer teaching using this emerging technology. Methods Second year medical students prepared and taught virtual dissection laboratories for their first‐year colleagues, which were voluntary and extra‐curricular. The case‐based laboratories were designed to expose participants to clinical radiology images. Participants completed a post‐laboratory survey based on the Kirkpatrick Hierarchy for curriculum evaluation and results were tabulated. Results 34 first year students (24 females, 10 males) participated in this laboratory. All respondents found the cases were presented an appropriate level of difficulty, with 94% of participants believing the peer tutor facilitated the session effectively. Upon completing the session, the majority of participants felt that they understood the imaging findings (88%) and the clinical cases (91%), perceived the session as a valuable learning experience (97%), and would recommend the peer‐to‐peer virtual dissection laboratory to a colleague (94%). Almost all participants (97%) agreed or strongly agreed that the session was a valuable learning experience. Conclusion Students reported that peer‐to‐peer teaching was a valuable learning experience in virtual dissection laboratories. Peer‐to‐peer based virtual dissection laboratories provide an innovative and collaborative mode of learning that can complement more traditional anatomy education methods. This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .