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Students teaching students – facilitating deeper learning of anatomy?
Author(s) -
Evans Darrell John Rhys
Publication year - 2012
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.26.1_supplement.13.3
Subject(s) - inclusion (mineral) , curriculum , peer learning , teaching and learning center , mathematics education , peer feedback , peer instruction , teaching method , learning environment , psychology , medical education , pedagogy , medicine , social psychology
The success of peer teaching in medical courses relates to the ability of peer tutors and tutees to interact and communicate effectively providing an environment conducive for learning. We have introduced near‐peer teaching into our curriculum whereby more experienced fourth‐year medical students teach anatomy to first and second year medical students. Whilst this approach keeps the attributes of peer‐teaching, the benefit for the near‐peer teacher is the opportunity for them to reinforce and expand their own learning and develop essential teaching skills. Feedback from near‐peer tutors suggests that the program provides them with a better sense of what knowledge and understanding is required in anatomy at the different stages of their learning and enables them to actively use that knowledge to facilitate learning in others. First and second‐year students appeared to view the inclusion of near‐peer teachers as a positive element in their learning and something to aspire to later in the course.