Quantitative and qualitative analysis of student tutors as near-peer teachers in the gross anatomy course
| Autor: | Markus Huber-Lang, Wolfgang Oechsner, Astrid Horneffer, Susanne Gerhardt-Szép, Anja Boeckers, Janina Walser |
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| Rok vydání: | 2016 |
| Předmět: |
Students
Medical 020205 medical informatics Higher education Teaching method 02 engineering and technology Grounded theory Peer Group 03 medical and health sciences 0302 clinical medicine Qualitative analysis 0202 electrical engineering electronic engineering information engineering Medicine Humans Learning 030212 general & internal medicine TUTOR Students Curriculum computer.programming_language Medical education business.industry Dissection Teaching Professional support General Medicine Gross anatomy Anatomy business computer Developmental Biology Education Medical Undergraduate |
| Zdroj: | Annals of anatomy = Anatomischer Anzeiger : official organ of the Anatomische Gesellschaft. 210 |
| ISSN: | 1618-0402 |
| Popis: | Introduction Peer teaching is a well-established teaching method in medical education. During the 2012/13 winter term, the Institute of Anatomy and Cell Biology in Ulm, Germany, introduced a longitudinal didactics program (“Train the Tutor”: TtT) to train student tutors as near-peer teachers (NPT) in the dissection course (DC). Twenty-three of 38 tutors participated in the programme. Our study describes the educational concept and the NPTs’ activities in the dissection course. Methods NPTs documented their activities on a daily basis in the form of semi-structured reports. A total of 575 reports were quantitatively and qualitatively analysed. Free-text analysis was performed using Grounded Theory followed by code quantification of all indications (n = 1868). Results NPTs spend 61% of their time dissecting by themselves or supervising the tutee’s dissection process. Organisational tasks had a larger share at the beginning of the course. Just before examinations the proportion of time spent giving feedback rose. Of all positive indications, 45% described experiences working with the tutees. In contrast, 68% of all negative indications were characterized by a self-critical reflection on their own activities. NPTs included all learning domains in their teaching, substantially functioning as teachers and role models to convey particular attitudes. Conclusion TtT-Trained Tutors (NPT) clearly met the requirements of a practical course and adjusted their activities in response to the course’s progress. NPTs were concerned about their tutees’ attitudes and may need more professional support within the TtT program regarding this. |
| Databáze: | OpenAIRE |
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