Improving gross anatomy learning using reciprocal peer teaching
| Autor: | Benson R. Kidenya, Julius S Kauki, Ndulu Magele, Emmanuel Kimwaga, Mange Manyama, Renae Stafford, Anthony Lukanima, Sifael Msuya, Erick Mazyala |
|---|---|
| Rok vydání: | 2015 |
| Předmět: |
0301 basic medicine
Male Quality management Students Medical 020205 medical informatics Teaching method education 02 engineering and technology Peer Group Education 03 medical and health sciences Young Adult 0202 electrical engineering electronic engineering information engineering Medicine Humans Learning Protocol (science) Medicine(all) Medical education business.industry Learning environment Debriefing Teaching Peer group General Medicine Quality Improvement Active learning Gross anatomy Female 030101 anatomy & morphology Anatomy business Research Article |
| Zdroj: | BMC Medical Education |
| ISSN: | 1472-6920 |
| Popis: | Background The use of cadavers in human anatomy teaching requires adequate number of anatomy instructors who can provide close supervision of the students. Most medical schools are facing challenges of lack of trained individuals to teach anatomy. Innovative techniques are therefore needed to impart adequate and relevant anatomical knowledge and skills. This study was conducted in order to evaluate the traditional teaching method and reciprocal peer teaching (RPT) method during anatomy dissection. Methods Debriefing surveys were administered to the 227 first year medical students regarding merits, demerits and impact of both RPT and Traditional teaching experiences on student’s preparedness prior to dissection, professionalism and communication skills. Out of this, 159 (70 %) completed the survey on traditional method while 148 (65.2 %) completed survey on RPT method. An observation tool for anatomy faculty was used to assess collaboration, professionalism and teaching skills among students. Student’s scores on examinations done before introduction of RPT were compared with examinations scores after introduction of RPT. Results Our results show that the mean performance of students on objective examinations was significantly higher after introduction of RPT compared to the performance before introduction of RPT [63.7 ± 11.4 versus 58.6 ± 10, mean difference 5.1; 95 % CI = 4.0–6.3; p-value |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full text from SpringerLink