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

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Abstract

Near-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.

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The online version contains supplementary material available at 10.1007/s40670-021-01238-6.

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Most cited references 26

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Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses

Richard Hake (1998)

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Understanding the experience of being taught by peers: the value of social and cognitive congruence.

Patricia O'Sullivan, J. Müller, Tai Lockspeiser … (2008)

Medical schools use supplemental peer-teaching programs even though there is little research on students' actual experiences with this form of instruction. To understand the student experience of being taught by peers instead of by faculty. We conducted focus groups with first- and second-year medical students participating in a supplemental peer-teaching program at one institution. From the learner focus group themes, we developed a questionnaire and surveyed all first-year students. Focus groups revealed four learner themes: learning from near-peers, exposure to second-year students, need for review and synthesis, teaching modalities and for the peer-teachers, the theme of benefits for the teacher. Factor analysis of the survey responses resulted in three factors: second-year students as teachers, the benefit of peer-teachers instead of faculty, and the peer-teaching process. Scores on these factors correlated with attendance in the peer-teaching program (P < .05). Students valued learning from near-peers because of their recent experience with the materials and their ability to understand the students' struggles in medical school. Students with the highest participation in the program valued the unique aspects of this kind of teaching most. Areas for improvement for this program were identified.

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Student teaching: views of student near-peer teachers and learners.

Kathryn Garner, Carolien Bulte, Steven Durning … (2007)

Since teaching is an important skill for future residency training and practice, training for this role should optimally be introduced as well as practiced in medical school. Studies have not fully explored the benefits and potential challenges of more senior medical students teaching more junior medical students. We define a near-peer as a trainee who is one or more years senior to another trainee on the same level of medical education training (i.e. medical students teaching other medical students, residents teaching other residents) The aim of this study was to investigate the perceptions of medical students regarding near-peer teaching and near-peer learning and to identify relevant teacher roles for near-peer teachers at two institutions from two different countries. The authors developed two questionnaires that were filled out by a convenience sample of students who have participated in near-peer teaching (as either learner or teacher). These questionnaires were distributed at the University Medical Centre Utrecht (UMC Utrecht), the Netherlands and the Uniformed Services University (USU), USA. The majority of near-peer learners and near-peer teachers from both sites identified information provider, role model, and facilitator as suitable roles for near-peer teachers. Both groups agreed that planner and resource developer may be less suitable roles for near-peer teachers. Information provider, role model, facilitator appear to be appropriate roles for a near-peer teacher from the perspective of near-peer learners and teachers. Given the demands of future physicians to serve as educators for both junior physicians and patients, near-peer teaching during medical school appears to be an important curricular consideration.

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Author and article information

Contributors

Charles F. C. Taylor:

ORCID: http://orcid.org/0000-0002-1386-5244

Ct1g17@soton.ac.uk

Journal

Journal ID (nlm-ta): Med Sci Educ

Journal ID (iso-abbrev): Med Sci Educ

Title: Medical Science Educator

Publisher: Springer US (New York )

ISSN (Electronic): 2156-8650

Publication date (Electronic): 19 February 2021

Publication date PMC-release: 19 February 2021

Publication date Collection: April 2021

Volume: 31

Issue: 2

Pages: 387-393

Affiliations

[1 ]GRID grid.5491.9, ISNI 0000 0004 1936 9297, Centre for Learning Anatomical Sciences, Faculty of Medicine, , University of Southampton, ; Southampton, UK

[2 ]GRID grid.5491.9, ISNI 0000 0004 1936 9297, Department of Psychology, Faculty of Environment and Life Sciences, , University of Southampton, ; Southampton, UK

Author information

Charles F. C. Taylor http://orcid.org/0000-0002-1386-5244

Steven P. Glautier http://orcid.org/0000-0001-8852-3268

Sam Hall http://orcid.org/0000-0002-7335-6636

Article

Publisher ID: 1238

DOI: 10.1007/s40670-021-01238-6

PMC ID: 8368458

PubMed ID: 34457897

SO-VID: 6449e3e8-b215-49b4-96cf-9cba2e10bc31

License:

Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

History

Date accepted : 3 February 2021

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Keywords: neuroanatomy,anatomy education,near-peer teaching,peer-assisted learning,interdisciplinary education

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Keywords: neuroanatomy, anatomy education, near-peer teaching, peer-assisted learning, interdisciplinary education

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

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Supplementary Information

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Efficacy of Communicating Science

Most cited references 26

Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses

Understanding the experience of being taught by peers: the value of social and cognitive congruence.

Student teaching: views of student near-peer teachers and learners.

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