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Texas Tech System (TTS) for student peer teaching in the anatomy laboratory: subjective and objective assessment
Author(s) -
Lee Vaughan,
Vidic Branislav,
Schneider Brandt,
Hewetson Anthony
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.456.3
Subject(s) - comprehension , medical education , dissection (medical) , peer assessment , psychology , computer science , medicine , surgery , programming language
In a continuing effort to preserve viability of laboratory dissection and, at the same time, accommodate a reduced number of faculty instructors, the TTS has been modified and expanded. The purpose of this report is to disclose how the principals of the TTS have evolved to motivate students for independent group learning through peer teaching in the laboratory. A majority of dissection sessions (53%) were assigned to paired students (designated instructors, DIs) per group of five to direct the technical (dissection) and conceptual (comprehension and application) processes of the assignment. Each DI was assigned through alternating rotation an equal load of instruction throughout the course. DIs were provided: TTUHSC dissection manual with integrated videos, prosections, digital images, and faculty previews. Institutional examination results utilizing TTS sessions were comparable to the results with traditional faculty assisted teaching. Assessment of peer teaching was expanded from subjective measures to include objective practical quizzes. The new assessment enhanced team work and increased student satisfaction. The TTS reduced faculty number and time requirements while maintaining comprehension of laboratory material through self‐learning, differential reasoning, and team work. This project was funded by the Department of Cell Biology and Biochemistry, TTUHSC.