THE INTERPLAY OF LEARNING CULTURE AND MEDICAL STUDENTS’ PERSPECTIVES TOWARDS A NEWLY IMPLEMENTED NEAR-PEER TEACHING PROGRAMME

2021 ◽  
Author(s):  
Vernice Hui Yan Chan ◽  
Evelyn Hui Yi Chan ◽  
Jannie Roed ◽  
Julie Yun Chen
Keyword(s):  
Medical Students ◽  
Learning Culture ◽  
Peer Teaching ◽  
Teaching Programme

Near-peer teaching programme for medical students

2016 ◽  
Vol 14 (3) ◽  
pp. 164-169 ◽  
Author(s):  
Zoe Gottlieb ◽  
Samantha Epstein ◽  
Jeremy Richards
Keyword(s):  
Medical Students ◽  
Peer Teaching ◽  
Teaching Programme

557 A Novel Peer-Led Anatomage-Based Teaching Programme for Medical Students

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
A Banjoko ◽  
C Boylan ◽  
H Kumar ◽  
H McCabe ◽  
S Morris
Keyword(s):  
Medical Students ◽  
Informal Learning ◽  
Undergraduate Students ◽  
Peer Teaching ◽  
Published Data ◽  
Single Institution ◽  
Teaching Programme ◽  
Virtual Dissection ◽  
Informal Learning Environment ◽  
School Curricula

Abstract Introduction Anatomical knowledge is an essential part of surgical practice. However, its delivery lacks a standardised approach across medical school curricula. A student-led anatomy programme was implemented at a single institution, using near-peer teaching and Anatomage virtual dissection. This study aims to describe the methodology of this programme and determine the benefit of a near-peer taught anatomy course. Method The programme was organised by senior medical students, utilising Anatomage virtual dissection and techniques in line with Bigg’s constructive alignment. Attendees were asked to complete questionnaires with Likert scales (0-10) and open answer text to determine learners’ benefit. Both quantitative and qualitative analyses are presented. Results 73 students attended eight sessions from January to March 2020. Students reported a statistically significant (p < 0.01) increase in confidence after the sessions of 3.74±1.83. The quality and relevance of the teaching also scored highly (9.32±0.89 and 9.47±0.86 respectively). Qualitatively, students praised the "informal learning environment”, the structure of the sessions, the handout provided, and the interactivity of anatomage technology. Conclusions This study demonstrates how virtual dissection technology and near-peer teaching can derive significant benefit to undergraduate students, in line with previously published data.

scholarly journals 394 An Anatomy Near-Peer Teaching Programme

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
T Stubley ◽  
J Taylor
Keyword(s):  
Medical Students ◽  
Peer Teaching ◽  
Teaching Skills ◽  
Clinical Anatomy ◽  
Anatomy Education ◽  
Feedback Form ◽  
Teaching Programme ◽  
Examination Technique ◽  
Anatomical Knowledge ◽  
Academic Year

Abstract Introduction The time dedicated to teaching of anatomy in medical schools, as well as the importance placed upon it, is decreasing. Many students struggle with learning the vast quantity of information necessary and few medical students receive instruction on how to teach. A near-peer teaching programme was designed to allow tutors to develop vital teaching skills and provide tutees with a closer look at the more complicated aspects of the anatomy course. Method Sessions took place once or twice a week throughout the academic year and were subdivided into examination technique sessions, core anatomical knowledge sessions and prosection sessions. Tutors were recruited primarily from the intercalated Clinical Anatomy BSc. Tutees were provided anonymous feedback forms following each session and completed pre and post session MCQ tests. Tutors completed a feedback form following the programme’s completion. Results 96.9% of students reported an improvement in understanding of the topic. Students reported an increase in how prepared they felt for examinations (p < 0.001) as well as an improvement in MCQ scores (p < 0.001). 93.8% of tutors stated the programme helped prepare them for future teaching. Conclusions The results of this programme strongly support the use of near-peer teaching in anatomy education, with clear benefits for tutors and students.

scholarly journals The Efficacy of Interdisciplinary Near-Peer Teaching Within Neuroanatomical Education—Preliminary Observations

2021 ◽  
Author(s):  
Charles F. C. Taylor ◽  
Octavia R. Kurn ◽  
Steven P. Glautier ◽  
Deepika Anbu ◽  
Oliver Dean ◽  
...  
Keyword(s):  
Medical Students ◽  
Positive Feedback ◽  
Medical Curriculum ◽  
Psychology Students ◽  
Peer Teaching ◽  
Interdisciplinary Education ◽  
Knowledge Assessment ◽  
Perceived Knowledge

AbstractNear-Peer Teaching (NPT) is increasingly becoming an integral part of the medical curriculum. When considered alongside the increasing popularity of interdisciplinary education, it seems appropriate to explore NPT within an interdisciplinary context. In these observations, 3rd-year medical students taught 2nd-year psychology students neuroanatomy. The session was evaluated using three objective and subjective assays. A knowledge assessment test showed significant improvement after teaching, and there were significant improvements on self-perceived knowledge/attitudes towards neuroanatomy, as well as positive feedback on the use of NPT. These observations evidence the successful use of Interdisciplinary Near-Peer Teaching (INPT) within a neuroanatomical curriculum.

scholarly journals Developing large-group teaching in child and adolescent psychiatry to undergraduate medical students

2011 ◽  
Vol 35 (12) ◽  
pp. 468-472
Author(s):  
Aaron K. Vallance ◽  
Victoria Hill ◽  
Cornelius Ani ◽  
Alex Doig ◽  
Elena Garralda
Keyword(s):  
Medical Students ◽  
Adolescent Psychiatry ◽  
Child And Adolescent ◽  
Evaluation Study ◽  
Child And Adolescent Psychiatry ◽  
Lecture Hall ◽  
Undergraduate Medical Students ◽  
Teaching Programme ◽  
New Material ◽  
Teaching Package

Aims and methodWe developed material for a lecture hall teaching programme in child and adolescent psychiatry for medical students. Although lecture hall settings are not traditionally seen as conducive to exploring concepts, debating positions and encouraging higher-order thinking, we aimed to integrate these processes into the programme alongside educational theory and teaching strategies. We evaluated student and teacher perception of the new material through questionnaires before and after the introduction of the teaching package.ResultsSix 1.5-hour teaching sessions were prepared. The evaluation study received 133 student and 4 teacher questionnaires on the previous teaching package, and 99 student and 7 teacher questionnaires on the new material. The questionnaires showed that the redesign resulted in significant improvements in various predefined measures, such as clarity and interactivity of the material.Clinical implicationsA vivid and memorable teaching programme is essential in shaping students' understanding of the concepts in child and adolescent psychiatry as well as potentially making the specialty more attractive to medical undergraduates.

Live Surgery: An innovative plastic surgery teaching programme for medical students utilising real-time operating theatre audiovisual link-ups✰

2019 ◽  
Vol 72 (4) ◽  
pp. 685-710 ◽  
Author(s):  
Benjamin Thomas Smeeton ◽  
Ian CC King ◽  
Nicholas Gosling ◽  
Adam Winkler ◽  
Farida Ali ◽  
...  
Keyword(s):  
Medical Students ◽  
Plastic Surgery ◽  
Real Time ◽  
Operating Theatre ◽  
Teaching Programme ◽  
Live Surgery
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