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Students' Preferred Pedagogical Approaches to Peer‐to‐Peer Teaching with Virtual Dissection
Author(s) -
Ng Nicole,
Forster Bruce B.,
Jiang Andy,
Nicolaou Savvas,
Hu Jeffrey,
Spouge Rebecca,
Nugent James P.,
Darras Kathryn
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.605.7
Subject(s) - dissection (medical) , medical education , virtual patient , psychology , medicine , virtual reality , medical physics , radiology , computer science , artificial intelligence
In virtual dissection, near life‐sized three‐dimensional computed tomography (CT) scans are used to study human anatomy. Preferred pedagogical approaches for peer‐to‐peer teaching using this technology have not yet been explored. Aim To identify preferred pedagogical approaches in peer‐to‐peer teaching and to better understand how this adds educational value to virtual dissection in medical education. Methods Second‐year medical students developed and taught a virtual dissection laboratory for their first‐year colleagues, using an anatomy visualization table. This case‐based laboratory was designed to complement the other subjects taught in first year medicine. Participants completed a post‐laboratory survey in which collected their preferred methods for learning this new technology. Results were tabulated and summarized. Results 34 first‐year medical students (24 females, 10 males) participated in this virtual dissection laboratory. Results indicated that small group demonstration sessions were thought to be a better teaching method than large group demonstration sessions (97% vs. 24%) for peer‐to‐peer teaching using virtual dissection. Participants agreed or strongly agreed that the sessions improved their understanding of general anatomy (97%) and disease (85%), the imaging appearance of normal (94%) and pathological (97%) structures, visuospatial relationships (91%), the clinical relevance of anatomy (94%), and the role of radiology in patient care (94%). Most respondents agreed or strongly agreed that watching a virtual dissection (91%) and performing the virtual dissection themselves (82%) facilitated their learning. Conclusion Students reported that the small group demonstration format of peer‐to‐peer teaching was the preferred educational approach for virtual dissection laboratories. The use of novel anatomy visualization technology by peer tutors was an effective method for improving students' understanding of radiologic anatomy and may be used to complement medical education curricula. This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .