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Training of Near‐peer Tutors in the Gross Anatomy Laboratory
Author(s) -
Hunter Shelley Dawn,
O'Donoghue Daniel,
Miller Frederick,
Halliday Nancy
Publication year - 2017
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.31.1_supplement.582.22
Subject(s) - tutor , medical education , gross anatomy , medical school , medicine , perception , peer tutor , training (meteorology) , psychology , mathematics education , anatomy , physics , meteorology , neuroscience
The University of Oklahoma College of Medicine utilizes fourth year medical students as near‐peer (NP) mentors/tutors with the goal of providing experienced near‐peer assistants for dissections to aid first year medical students in the gross anatomy laboratory. Recent research, by others, indicates learner perceptions regarding the value of NP tutor instruction increases when the tutors are trained in the content area, prior to instruction. Fourth year medical students volunteered for NP tutoring in anatomical areas of interest. They were required to performed a prosection, with faculty guidance, the day prior to learner dissections. In past courses NP assistants were not trained, and learner post‐course evaluations concerning NPs effectiveness were negative. After initiating NP training, negative comments from learners were greatly reduced. Support or Funding Information none