Near-peer teaching strategy in a large human anatomy course: perceptions of near-peer instructors.
Anat Sci Educ
; 8(2): 189-93, 2015.
Article
em En
| MEDLINE
| ID: mdl-25203867
Near-peer teaching (NPT) is a strategy in which senior students assume the instructor role with junior peers (mentees). Senior students develop unique skills and knowledge through NPT, an experience which extends their learning beyond content mastery. Different teaching modules featuring NPT were utilized in the human anatomy course at the School of Medicine, Autonomous University of Nuevo Leon in Monterrey, Mexico. Modules included: Theory, Clinical Hour, Imaging Anatomy, and Laboratory. The aim of this study was to assess instructor participants' perceptions on the benefits of the NPT strategy in the anatomy classroom. A survey was administered to anatomy course instructors who utilized NPT strategies during winter, fall, and spring semesters of the 2012-2013 school year. A total of 120 instructors were enrolled in the study. There were different perceptions of instructors' roles. Theory and Imaging Anatomy instructors considered themselves to be information providers and resource developers, whereas Clinical Hour and Laboratory instructors saw themselves more as facilitators, role models, and planners. All instructors' opinions on the benefits of NPT were positive. Thus, in this article, the authors find NPT to be a strategy that promotes self-learning, a vital skill.
Palavras-chave
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Grupo Associado
/
Percepção
/
Estudantes de Medicina
/
Ensino
/
Educação de Graduação em Medicina
/
Anatomia
Tipo de estudo:
Evaluation_studies
/
Qualitative_research
Limite:
Adult
/
Female
/
Humans
/
Male
País/Região como assunto:
America do norte
Idioma:
En
Revista:
Anat Sci Educ
Assunto da revista:
ANATOMIA
/
EDUCACAO
Ano de publicação:
2015
Tipo de documento:
Article
País de afiliação:
México
País de publicação:
Estados Unidos