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Peer teaching in gross anatomy: reducing contact hours while maintaining student learning (721.12)
Author(s) -
Dunham Stacey
Publication year - 2014
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.28.1_supplement.721.12
Subject(s) - gross anatomy , dissection (medical) , inclusion (mineral) , medical education , preference , teaching method , psychology , mathematics education , medicine , anatomy , mathematics , social psychology , statistics
In an effort to reduce course contact hours in Gross Anatomy Lab at Indiana University Bloomington, students now dissect in every other lab and peer teaching is used to ensure all students are familiar the entire dissection. In traditional dissections, students were present for every dissection. This study examines the peer teaching process to determine if it is as effective or more effective for student learning as traditional lab dissection. Interviews were conducted with individuals (i.e. instructors and select students) who have experienced both peer teaching and traditional dissection in lab. Interviews revealed both advantages and disadvantages to the use of peer teaching in lab; however, instructors and students indicated an overall preference for peer teaching. Additionally, a survey was completed by current medical students examining their perceptions of peer teaching. Inclusion of peer teaching has had positive benefits in the gross anatomy lab, but additional research concerning best peer teaching practice is necessary.