Quantitative and qualitative analysis of student tutors as near-peer teachers in the gross anatomy course

Walser, Janina; Horneffer, Astrid; Oechsner, Wolfgang; Huber‐Lang, Markus; Gerhardt‐Szép, Susanne; Boeckers, Anja

doi:10.1016/j.aanat.2016.10.007

Cited by 19 publications

(28 citation statements)

References 33 publications

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“…These meetings typically occurred on a regular weekly basis and focused on briefing and/or preparing sessional teachers for upcoming teaching sessions. Five institutes included a formalized teaching skills program (Prentice et al, ; Evans and Cuffe, ; Shiozawa et al, ; Cheng et al, ; Horneffer et al, ; Walser et al, ) and three institutes included formal workshops designed to develop technical dissecting skills (Shiozawa et al, ; Durán et al, ; Horneffer et al, ). The teaching skills program implemented at the University of Tuebingen in Germany utilized a combination of presentations, group discussion, practical exercises, and video recording to train sessional teachers prior to the anatomy course (Shiozawa et al, ).…”

Section: Resultsmentioning

confidence: 99%

“…The teaching skills program implemented at the University of Tuebingen in Germany utilized a combination of presentations, group discussion, practical exercises, and video recording to train sessional teachers prior to the anatomy course (Shiozawa et al, ). The “Train the Tutor” program introduced at Ulm University in Germany included a two‐day preparatory workshop followed by several activities designed to provide sessional teachers with ongoing support (Horneffer et al, ; Walser et al, ). These activities included the completion of a semi‐structured “teaching log” and access to expert coaching (Horneffer et al, ; Walser et al, ).…”

Section: Resultsmentioning

confidence: 99%

“…The “Train the Tutor” program introduced at Ulm University in Germany included a two‐day preparatory workshop followed by several activities designed to provide sessional teachers with ongoing support (Horneffer et al, ; Walser et al, ). These activities included the completion of a semi‐structured “teaching log” and access to expert coaching (Horneffer et al, ; Walser et al, ). This focus on ongoing mentorship and/or reflective practice was reported in several studies (Prentice et al, ; Evans and Cuffe, ; Erie et al, ; Hall et al, ; Lachman et al, ).…”

Section: Resultsmentioning

confidence: 99%

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Dissecting the role of sessional anatomy teachers: A systematic literature review

Rhodes

Fogg

Lazarus

2017

Anatomical Sciences Ed

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Worldwide there is a growing reliance on sessional teachers in universities. This has impacted all disciplines in higher education including medical anatomy programs. The objective of this review was to define the role and support needs of sessional anatomy teachers by reporting on the (1) qualifications, (2) teaching role, (3) training, and (4) performance management of this group of educators. A systematic literature search was conducted on the 27 July 2017 in Scopus, Web of Science, and several databases on the Ovid, ProQuest and EBSCOhost platforms. The search retrieved 5,658 articles, with 39 deemed eligible for inclusion. The qualifications and educational distance between sessional anatomy teachers and their students varied widely. Reports of cross-level, near-peer and reciprocal-peer teaching were identified, with most institutes utilizing recent medical graduates or medical students as sessional teachers. Sessional anatomy teachers were engaged in the full spectrum of teaching-related duties from assisting students with cadaveric dissection, to marking student assessments and developing course materials. Fourteen institutes reported that training was provided to sessional anatomy teachers, but the specific content, objectives, methods and effectiveness of the training programs were rarely defined. Evaluations of sessional anatomy teacher performance primarily relied on subjective feedback measures such as student surveys (n = 18) or teacher self-assessment (n = 3). The results of this systematic review highlight the need for rigorous explorations of the use of sessional anatomy teachers in medical education, and the development of evidence-based policies and training programs that regulate and support the use of sessional teachers in higher education. Anat Sci Educ 11: 410-426. © 2017 American Association of Anatomists.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Dissecting the role of sessional anatomy teachers: A systematic literature review

Rhodes

Fogg

Lazarus

2017

Anatomical Sciences Ed

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“…The concept of peer tutoring is frequently used in anatomy education (Dur an et al, 2012;Han et al, 2015;Horneffer et al, 2016;Nnodim, 1997;Shiozawa et al, 2016;Walser et al, 2017). Over the last few decades, many investigations have explored the various opportunities and challenges of peer tutoring in gross anatomy.…”

Section: Introductionmentioning

confidence: 99%

Professional and Personal Competency Development in Near‐peer Tutors of Gross Anatomy: A Longitudinal Mixed‐methods Study

Alvarez

2018

Anatomical Sciences Ed

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There are many benefits to peer and near-peer tutoring. The current literature suggests that near-peer teaching within the domain of gross anatomy may lead to the development of numerous competencies for burgeoning medical professionals. The aim of this study was a quantitative and qualitative approach to explore which professional and personal competencies anatomy tutors developed as a result of their teaching activities in a gross anatomy course at a medical school in Germany. For a period of 18 months, 24 peer tutors were followed and queried multiple times via questionnaire and semi-structured interviews. It was found that most of the skills tutors developed or strengthened over one semester matched most of the core competencies described in various official competency frameworks used for physician education. In particular, tutors thought that tutoring gross anatomy had improved their knowledge of professional behavior as well as their communication skills. They also felt that they had learned to take on more responsibility and to use available resources more effectively. Overall, tutoring gross anatomy was perceived as very challenging, but also very rewarding, mainly because it provided the opportunity to develop and strengthen important skills such as self-confidence, self-awareness, positive thinking, self-insight, and stress management. Ultimately, these are all factors that contribute to resilience, an important attribute for physicians. Anat Sci Educ. © 2018 American Association of Anatomists.

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“…Working as a tutor is a very demanding job with high responsibilities to the students, the Institute of Anatomy, the University and also themselves. To improve the quality of student tutors, many German Universities started to evaluate different factors and needs for student tutors (Shiozawa, 2010;Horneffer, 2016;Walser, 2017) which were found to be improvement of content knowledge, technical and didactical competencies. The Institute of Macroscopic and Clinical Anatomy (IoA) of the Medical University of Graz (MUG) has faced exactly the same problems.…”

Section: Introductionmentioning

confidence: 99%

PEER TEACHING GROSS ANATOMY TO STUDENT TUTORS. Enseñanza entre pares de la Anatomía Macroscópica a los tutores estudiantiles.

Feigl

2018

Rev Arg de Anat Clin

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RESUMENObjetivos: Los tutores estudiantiles de anatomía tienen que poseer grandes habilidades para poder guiar a otros estudiantes durante los cursos de disecciones. Para mejorar la calidad de los tutores estudiantiles es necesario establecer conceptos de aprendizaje entre pares. Métodos: Los tutores estudiantiles recibieron una formación bajo el concepto de aprendizaje entre pares por parte de un médico anatomista certificado con mucha experiencia en el ámbito. El entrenamiento incluyó disecciones en vivo del programa de disecciones de dos módulos (aparato locomotor y anatomía topográfica) en un quórum abierto. El entrenamiento duró dos a tres horas por cada sesión. Adicionalmente, los tutores pudieron observar instrucciones de disecciones en videos. En la sala de disecciones, se aplicó un sistema jerárquico de supervisión. El resultado del aprendizaje entre pares (supervisión, apoyo en general, interés en el éxito de aprendizaje, apoyo en la conducta de aprendizaje) fue comparado por medio de un sistema de evaluación oficial para los estudiantes (escala de Likert 1-5 [1 buena -5 mala]) previamente y posteriormente a la aplicación de este sistema de entrenamiento. Resultados: La valoración de los tutores aumentó significativamente en todos los parámetros comparados (aparato locomotor: supervisión [previamente a la aplicación: 2,25; posteriormente a la aplicación: . Conclusión: El método de aprendizaje entre pares aplicado para la docencia de tutores estudiantiles en la anatomía mejora significativamente la calidad y la satisfacción de los tutores. Palabras claves: aprendizaje entre pares, anatomía macroscópica, tutores estudiantiles ABSTRACTObjectives: Anatomical student tutors have to provide high skills for teaching students in dissection courses.To increase the quality of these student tutors, peer teaching concepts need be introduced. Materials and Methods: Student tutors received peer teaching by an experienced board-certified anatomist. The training included live dissections of the dissection program of two modules (Locomotion and topographic anatomy) in an open quorum. The training lasted for two to three hours per session. Additionally, the tutors could view video instructions. In the dissection hall, a special hierarchical supervising system was used. Official online student´s evaluation (Likert scale 1-5 [1 good-5 poor]) "before" and "after" implementation of this training system was compared to assess the result of the peer teaching method (supervision, interest in learning behaviour, interest in learning success, support in learning

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Quantitative and qualitative analysis of student tutors as near-peer teachers in the gross anatomy course

Cited by 19 publications

References 33 publications

Dissecting the role of sessional anatomy teachers: A systematic literature review

Dissecting the role of sessional anatomy teachers: A systematic literature review

Professional and Personal Competency Development in Near‐peer Tutors of Gross Anatomy: A Longitudinal Mixed‐methods Study

PEER TEACHING GROSS ANATOMY TO STUDENT TUTORS. Enseñanza entre pares de la Anatomía Macroscópica a los tutores estudiantiles.

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