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Passing the Torch: Medical Student Near‐Peer Teachers Enhance Learning in Histology
Author(s) -
Ko Huaising Cindy,
Bassan Eric,
Shaw Phyllis A.,
Mak Ki M.
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.531.7
Subject(s) - medical education , psychology , mathematics education , medicine
Near‐peer teaching is an integral part of the Histology course at Mount Sinai School of Medicine. To that end, 12 Histology teaching assistants (TAs) were selected from the second‐year students, based on their performance in the course and their interaction with fellow students and faculty. Among these, two were appointed as head TAs whose roles were to organize teaching assignments and serve as liaison between faculty and students. In total, TAs held eight 90‐minute reviews covering 2 to 3 topics that were taught that week, with emphasis on laboratory material. The sessions were conducted using PowerPoint images in a question‐and‐answer format to engage student participation. Images were then posted on the course website for students to review afterward. Prior to each of the 3 exams, TAs led mock practical sessions in which 28 images were shown and students were asked to identify specific structures and state their functions. At completion, answers were given with relevant discussion. An online survey revealed that 75% of students agreed or strongly agreed that the TAs were engaging teachers. Also, 70% of students stated that the reviews helped them prepare for the exam, while 80% said that the mock practical sessions enhanced their learning of the material. Conclusion Alongside the faculty, near‐peer teaching by medical student TAs contributes positively to student satisfaction and enhances learning in Histology. Grant Funding Source : AAA