Peer-assisted learning (PAL) was defined as "people from similar social groups that are not professional teachers, helping each other to learn and learning by teaching". 1 Teaching has been one of the roles a physician must partake in teaching junior colleagues as a physician, a resident, a medical student, or as they teach their patients about diagnoses and treatments. The term 'doctor' also means 'teacher' in Latin. 2 However, formal education on how to teach has been generally lacking in the curricula throughout medical schools. [3][4][5][6][7] Near-peer teachers (NPTs) have often served in medical schools for problem-based sessions, clinical skill courses, and providing lectures on clinical content. 8 The interest in NPTs has been growing in medical and health education, as it provides several benefits for the NPTs, the learner, and the institution. [9][10][11][12] For the NPTs, the perceived benefits were improved knowledge and understanding of clinical relevance, development of facilitation, effective communication, teaching skills,
Introduction Near‐peer teacher (NPT)s have become an important element in anatomy teaching. They aid educators’ workload, facilitate information, promoting active discussion, and creating collaborative learning. The Universidad Autonoma de Nuevo Leon, has a 7‐year medical school program, with Human Anatomy as a 19‐week course averaging over 700 students per semester. Breaking down large anatomy groups into 5‐8 student groups is possible with over 60 NPTs enrolled. The anatomy course includes interactive regional anatomy lectures, laboratory sessions (dissection, prosection, and ultrasound), and clinical and imaging case discussions. For NPTs to be effective, they are exposed to continuous education and training. NPT education teaching program The NPT training objectives are to provide knowledge and skills. Weekly 2‐hour training sessions with experienced educators prepare them for the upcoming activities. NPTs are classified within the department as freshmen, sophomore, junior, or senior according to their experience (1‐2, 3‐4, 5‐6, or ≥7 semesters as an NPT). Freshmen participate in the lectures to develop educational and teaching skills. They also increase anatomical knowledge through discussion, repetition, and teaching. They lead lectures with surveillance by educators, and are given constructive feedback. Sophomores and juniors are responsible for the clinical cases and imaging sessions. Clinical cases are reviewed with specialists (usually former NPTs) from different clinical fields, depending on the topic. Radiological studies are reviewed to compare and discuss anatomy and pathological findings. Seniors oversee the prosections and dissections with students and are responsible for teaching basic suturing skills. They are given dissection and suturing courses by specialized surgical personnel (surgeons). Clinical Anatomy and Surgical Training NPT participation is voluntary, with considerable intrinsic/extrinsic rewards. Few receive a scholarship or monetary payment for their participation. Knowledge and time are the most valuable payments provided. The following workshops are provided: Advanced Dissection Skills Advanced Suturing Skills Laparoscopic Anatomy Fundamentals of Ultrasound Ultrasound‐Guided Central Venous Catheterization Fundamental Skills of Minimally Invasive Surgery Laparoscopic Dissection and Suturing Virtual ArthroscopyDiploma equivalent to 300 hours of continuous education is awarded. Sense of Belonging NPT perception surveys have reported high satisfaction and agreed the staff involved in the sessions were experts and motivated them to keep learning. NPTs have a sense of belonging in the anatomy department. When questioned if they aspired to become an anatomy professors at the UANL 76.3% agreed (67.4% as a full‐time professor, 79.5% as a part‐time professor, and 51.1% as a voluntarily invited professor. The percentage significantly decreased when asked regarding teaching in another course/department (56.2%) as well as teaching anatomy for another university (60.4%). Highlighting the sense...
Anatomy has historically been considered a static science, not research‐lead. Cadaveric anatomy provided an evidence for a more precise anatomy teaching, however, small samples were used for absolute truths. Preservation techniques allowed to expand this, yet, research was limited to descriptive and comparative studies. As anatomy teaching evolved from descriptive, to clinically oriented, to evidence‐based, and having a growing role in other sciences, it caused an exponential growth in its’ publications. Anatomical research aided to establish evolutionary and functional databases of variability between populations, sex, and age. However, it’s most important contribution is currently oriented towards patient safety, development of prostheses, technology and surgical materials, improvement of imaging interpretation, and provide evidence of clinical and anatomical implications. Several studies have reported an important percentage of mala praxis and surgical errors can be attributed to a lack of anatomical understanding of the region, consideration of anatomical variations, and alterations due to inflammation, continuing a need for anatomical research. It is important to note, anatomy journals and publications have changed over time. The longest running journals focus on basic anatomy regarding structure, function, development, and evolution, while the last 3 to 4 decades have birthed journals with an anatomy oriented towards the clinical and surgical applications, with the most exponential growth in education. Anatomical education is a growing field. New strategies have been implemented over the years to improve students’ learning of anatomy. There have been important technological advancements, providing educators with new teaching tools, both in the classroom and laboratory. Problem‐solving and computer‐based learning. Students’ interest increased, and learning became purposeful. Educational research has not only focused on evaluating the ability for students to learn new information, ease of the technique, and retention of the information, but also the perception of the technique or tool. The lack of bodies available for dissection, rising costs of laboratories, and the cut down of anatomy course hours, have open a wide range of resources for learning anatomy, many made available for free in online platforms. Technology‐assisted learning is a powerful tool, when purposefully designed, peer‐evaluated, and integrated to support interpersonal interactions, teamwork, and communication skills. An over‐use should be avoided, to truly adhere to the pedagogic objectives. There is a need for evidence‐based education. Teaching should be balanced with tools such as imaging, clinical cases, three‐dimensional printing, virtual and augmented reality, interactive holograms, and others. There is no doubt the millennial generation have emerged technological advancements into their lives and culture, and education must continue to adapt with the demands of new generations. Anatomical and educational research must be performed pur...
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