Near-Peer Teaching in Anatomy: An Approach for Deeper Learning
Near-Peer Teaching in Anatomy: An Approach for Deeper Learning
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DOI：
10.1002/ase.110
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发表时间：
2009-10-01
影响因子：
7.3
通讯作者：
Cuffe, Tracy
中科院分区：
文献类型：
--
作者：
Evans, Darrell J. R.;Cuffe, Tracy
同伴教学已被认为是一种有价值且有效的学习方法，并已通过多种方法纳入医学、牙科和保健课程。同伴教学的成功被认为与同伴导师和学生更有效地沟通从而改善学习环境的能力有关。近同伴教学涉及更有经验的学生担任导师，他们是传授知识和经验的理想人选。使用近同伴教师的优势是教师有机会加强和扩展自己的学习并发展基本的教学技能。本研究描述了四年级医学生向一年级和二年级医学生教授解剖学的计划的设计和实施，并评估了同行教师对该计划有用性的看法，特别是与他们自己的学习有关的看法。参与者的反馈表明，该计划实现了其目标，即通过教学为深入学习解剖学提供有效的环境。参与者认识到，该计划还为他们提供了更先进的教学技能，这是他们在接近承担监督和教学职责时所需要的。该计划还为学校提供了额外的宝贵且适当的资源，用于向一年级和二年级的学生教授解剖学，他们自己认为，与同龄人的老师一起学习是他们学习中的积极因素。 Anat Sci Educ 2: 227-233, 2009。(C)09 美国解剖学家协会。
Peer teaching has been recognized as a valuable and effective approach for learning and has been incorporated into medical, dental, and healthcare courses using a variety of approaches. The success of peer teaching is thought to be related to the ability of peer tutors and tutees to communicate more effectively, thereby improving the learning environment. Near-peer teaching involves more experienced students acting as tutors who are ideally placed to pass on their knowledge and experience. The advantage of using near-peer teachers is the opportunity for the teacher to reinforce and expand their own learning and develop essential teaching skills. This study describes the design and implementation of a program for fourth year medical students to teach anatomy to first- and second-year medical students and evaluates the perceptions of the near-peer teachers on the usefulness of the program, particularly in relation to their own learning. Feedback from participants suggests that the program fulfills its aims of providing an effective environment for developing deeper learning in anatomy through teaching. Participants recognize that the program also equips them with more advanced teaching skills that will be required as they move nearer toward taking on supervisory and teaching duties. The program has also provided the school with an additional valuable and appropriate resource for teaching anatomy to first-and second-year students, who themselves view the inclusion of near-peer teachers as a positive element in their learning. Anat Sci Educ 2: 227-233, 2009. (C)09 American Association of Anatomists.