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A Longitudinal Study of the Utility and Efficacy of a Peer‐based Anatomy Tutoring Program for First‐year Medical Students: 2011–2015
Author(s) -
Schmalz Naomi A,
Escovedo Cameron,
Harrison Dave,
Lentz Jacob,
Stahl Lesley,
Thakur Sarika,
Parker Neil,
Stark Elena
Publication year - 2016
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.30.1_supplement.565.3
Subject(s) - gross anatomy , session (web analytics) , likert scale , curriculum , medical education , medical school , psychology , medicine , computer science , anatomy , pedagogy , world wide web , developmental psychology
A peer‐based anatomy tutoring program was implemented at the David Geffen School of Medicine at UCLA in response to first‐year medical students’ requests for supplemental instruction in Gross Anatomy beyond the traditional dissection‐ and prosection‐based format. This abstract includes three years’ worth of data on the program's student‐perceived utility in supplementing the formal gross anatomy curriculum for the first year of medical school. Secondyear medical student tutors held two‐hour sessions with up to four first‐year student attendees per session. Tutoring sessions were made available to all first‐year students. At the end of each academic quarter, first‐year attendees were asked to provide feedback anonymously and voluntarily via an online survey regarding the tutoring sessions’ utility in enhancing their study of gross anatomy on a Likert scale. In 2011–2012, correlation analyses showed significant positive correlations between the number of sessions attended and the utility of sessions in (1) verifying structures (r = .480; p ≤ 0.01), (2) being quizzed by tutors (r = .420; p ≤ 0.01), and (3) overall confidence in the material (r = .460; p ≤ 0.01). In 2013–2014, correlation analyses showed significant positive correlations between the number of sessions attended and the utility of sessions in (1) learning content and verifying structures (r = .371; p ≤ 0.01), (2) knowing what is important (r= .272; p ≤ 0.05), and (3) improving student confidence (r = .329; p ≤ 0.01). In 2014–2015, correlation analyses showed significant positive correlations between the number of sessions attended and the utility of sessions in (1) integrating single structures with neighboring structures (r = .488; p ≤ 0.01), and (2) being quizzed by tutors (r = .425; p ≤ 0.05). Due to tutoring session attendees’ self‐reported increase in knowledge and improvement in confidence, we believe our students benefit from this program. Future studies will aim to elucidate the specific tutoring approaches that are perceived as most useful. Support or Funding Information Funding for SurveyMonkey accounts, Appointment‐Plus accounts, and tutor payments came from the Department of Pathology & Laboratory Medicine and from the Student Affairs Office, Office of the Dean, David Geffen School of Medicine at UCLA.