Anatomy "Peer Teaching" in Medical School: A literature review

Abstract

Medical schools in the twenty first century, have undergone drastic changes in their teaching methodologies worldwide, more specifically in the teaching of anatomy. The main goal of any educational institution is the transfer of knowledge from educator to student in an effective manner. This review attempts to bring together the different teaching methodologies used in medical schools in this new era.Medical institutions have a wide variety of different approaches in teaching anatomy. Tradition dictates that cadaveric dissection and prosected specimens are the gold standard in providing medical students a solid foundation upon which they can build their knowledge and understanding. However, some medical schools use other educational tools, such as anatomical models, computer programs and medical imaging. Moreover, the recent introduction of non-conventional teaching techniques such as problem based learning, encourage cognitive thinking, teamwork and professionalism.Peer teaching is an innovative way of education, and it's success is thought to lie in cognitive congruence; having shared learning experiences and capabilities, cognitive congruence allows students to ask questions in confidence and make any clarifications, without fear of being judged. Other advantages include, enhanced teamwork and communication skills, for both the peer teacher and the students being taught.When viewing the whole spectrum of teaching tools and learning techniques, there are none that appear to be more superior to others, but rather that they should be used in conjunction with one another, in order to enhance learning. IntroductionThe adequate knowledge of anatomy is an essential aspect in becoming a competent physician, however the transfer of anatomical knowledge from educator to student in higher education has been in decline over a period of years (Turney, 2007). The most common pedagogy of theoretical anatomy is passive and ineffective (Schwerdt &Iqbal H MedEdPublish

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