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Utilizing peer, near‐peer, and inter‐professional teaching: A model for integrating embryology into gross anatomy curriculum
Author(s) -
Scoville Elizabeth Ann,
Nyauncho Clive P,
Kumar Neha,
Hassinger James Peyton,
Lachman Nirusha,
Pawlina Wojciech
Publication year - 2010
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.24.1_supplement.296.3
Subject(s) - curriculum , formative assessment , embryology , medical education , psychology , mathematics education , pedagogy , medicine , anatomy
As embryology becomes increasingly integrated into other basic science courses, questions arise of what teaching method should be used to effectively utilize curriculum time for this subject. At Mayo Medical School, the human structure block integrates gross anatomy, embryology, and radiology. We present a model that utilizes peer and near‐peer teaching, continuous self‐assessment, and inter‐professional collaboration to maximize embryology curriculum time in this integrated course. Students peer teach embryology topics in presentations, and create a patient education pamphlet on a related congenital disorder. Production advice and critique on these pamphlets is provided by an inter‐professional collaboration with the Mayo Clinic patient education department. Third year teaching assistants guide peer teaching with detailed content guides, by reviewing presentations and pamphlets, and being available for near‐peer tutoring. Students are provided with formative feedback in the form of Audience Response System quizzes to assess their learning progress throughout the course. Student satisfaction and utilization of near‐peer and inter‐professional resources will be assessed at the end of the course. Grant Funding Source: Department of Anatomy