2009
DOI: 10.1002/ase.96
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Objective and subjective assessment of reciprocal peer teaching in medical gross anatomy laboratory

Abstract: Reciprocal peer teaching (RPT), wherein students alternate roles as teacher and learner, has been applied in several educational arenas with varying success. Here, we describe the implementation of a reciprocal peer teaching protocol in a human gross anatomy laboratory curriculum. We compared the outcomes of the RPT class with those of previous classes in which RPT was not employed. Objective data (i.e., course grades) show no significant differences in gross anatomy laboratory grades between students in the R… Show more

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Cited by 83 publications
(90 citation statements)
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“…Additionally, near peers by virtue of being students have similar social roles which create a comfort level whereby learners can ask near peers questions they may not ask their instructor [8]. Furthermore, near-peer teaching is an effective way to deliver high quality education to smaller groups allowing for a more student-centered approach to learning [1,[9][10] Regardless of the field of study, the process is considered a valuable supplement to traditional education.…”
Section: Introductionmentioning
confidence: 99%
“…Additionally, near peers by virtue of being students have similar social roles which create a comfort level whereby learners can ask near peers questions they may not ask their instructor [8]. Furthermore, near-peer teaching is an effective way to deliver high quality education to smaller groups allowing for a more student-centered approach to learning [1,[9][10] Regardless of the field of study, the process is considered a valuable supplement to traditional education.…”
Section: Introductionmentioning
confidence: 99%
“…Through the Human Structure course at Mayo Medical School, the Mayo Clinic incorporates a three-tier teaching model that involves: learning through faculty-driven activities, near-peer teaching (Bulte et al 2007;Evans & Cuffe 2009), and peer teaching Bentley & Hill 2009). The course is run over seven weeks (120 hours) and employs modified team-based exercises in both classroom and laboratory to meet clinical anatomy and radiology learning objectives (Hofer et al 2011) that concentrate on building knowledge of gross, developmental, and radiologic anatomy and skills in the personal/interpersonal arenas.…”
Section: Contextmentioning
confidence: 99%
“…[12][13][14][15][16] De Volder and colleagues suggested a contradiction of the 'congruence' hypothesis, as in one of three PBL modules studied, students of teacherled groups performed better than those in student-led groups, while both other modules showed no significant difference. 17 While other studies report no significant difference 18,19 , some authors found a significant benefit for students taught by peers. 12,20 Except for the De Volder study 17 , all of these experiments were specifically designed to test the hypothesis that students do not learn less if taught by peers and included random assignment of students to one of two conditions.…”
Section: Introductionmentioning
confidence: 63%