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Integration of anatomy, literature research skills and clinical practice through a peer‐teaching and peer‐assessment exercise at pre‐clinical level in an undergraduate medical course
Author(s) -
Filgueira Luis,
Eppler Elisabeth
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.456.2
Subject(s) - presentation (obstetrics) , medical education , class (philosophy) , peer assessment , psychology , medicine , computer science , surgery , artificial intelligence
The aim of this educational project was to explore the feasibility of enhancing clinical anatomy teaching in an undergraduate medical course by engaging a sub‐group of advanced preclinical students (n=54/186) in providing lecture material as a group presentation (n= 3). Focussing on specific syndromes or diseases, the aims of the educational exercise were to enhance knowledge in clinical anatomy, but also to integrate anatomy with clinical topics. Additional educational aims were to train and enhance literature research, team work, oral communication and presentation skills, as well as to engage students in peer‐teaching and peer‐assessment exercises. The lectures were recorded for revision purpose and the content tested using a multiple choice exam at the end of semester. The group presentations were assessed by the peers. Additional self and teacher assessment of the presentations was done. At the end of semester, students’ perception of this educational exercise was assessed through an online questionnaire. In addition, marks of peer, self and teacher assessment, as well as final marks for this and other units were statistically analysed to evaluate for the sub‐group and the whole class whether this educational exercise enhanced the average student outcome. Study evaluation indicates that the described educational exercise is feasible and valued by the students.