A step ahead: Teaching undergraduate students to be peer teachers

McKenna, Lisa; French, Jillian Claire

doi:10.1016/j.nepr.2010.10.003

Cited by 105 publications

(88 citation statements)

References 16 publications

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“…Students reported that peer teaching helped in their development of communication skills, self-reflection, and time management which is consistent with the findings of Youdas et al [6]; Evans & Cuffe [11]; McKenna & French [7]. It is the attainment of these professional behaviors that are essential for all professionals but are often difficult to develop in the traditional classroom environment [16].…”

Section: Discussionsupporting

confidence: 78%

“…NP teachers reported feeling considerable pressure when in a formal teaching situation due to their perceived lack of knowledge and preparedness to teach which is consistent with Bulte et al [4]. McKenna and French [7] and Pasquale and Pugnaire [17] suggest that peer teachers need to receive adequate preparation prior to them assuming their role as a teacher. Faculty agreed that students involved in classroom NPT would enroll in a teaching methodology course offered through the university as a means of preparing them for this role.…”

Section: Discussionsupporting

confidence: 73%

“…It is a teaching exchange whereby students of similar backgrounds, separated by one to two years, teach each other [4]. Originally adopted by medical schools throughout the world, peer teaching has been found to be very successful when applied to other health professions including nursing and physical therapy [5][6][7].…”

Section: Introductionmentioning

confidence: 99%

“…In addition to content learning, peer learners receive emotional support and reassurance that help decrease anxiety and promote greater selfconfidence [2,7]. Rashid, Sobowale, and Gore [14] and Tolsgaard et al [15] compared peer teachers to clinical professors and found no difference in learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…Embedding peer teaching into curricula can help facilitate the development of reflective practice vital to all professions [7].…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives

Campolo¹,

PhD²,

SCS³

et al. 2013

IJTRR

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Section: Discussionsupporting

confidence: 78%

Section: Discussionsupporting

confidence: 73%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…Embedding peer teaching into curricula can help facilitate the development of reflective practice vital to all professions [7].…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives

Campolo¹,

PhD²,

SCS³

et al. 2013

IJTRR

View full text Add to dashboard Cite

Perceptions of first‐year medical students towards learning anatomy using cadaveric specimens through peer teaching

Agius

Calleja

Camenzuli

et al. 2017

Anatomical Sciences Ed

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During the last decade, global interest in the multiple benefits of formal peer teaching has increased. This study aimed to explore the perceptions of first-year medical students towards the use of peer teaching to learn anatomy using cadaveric specimens. A descriptive, cross-sectional, retrospective survey was carried out. Data were collected using an online questionnaire which was administered to all medical students who were in their second year of their medical school curriculum and who had participated in sessions taught by their peers during their first year. Peer teaching was perceived as an effective method of learning anatomy by more than half of the participants. Analysis of mean responses revealed that the peer teachers created a positive, non-intimidating learning environment. Overall, participants gave positive feedback on their peer teachers. Six categories emerged from the responses given by participants as to why they would or would not recommend peer teaching. Ways of improvement as suggested by the respondents were also reported. Variables found to be significantly associated with the perceived benefits of the peer teaching program included sex differences, educational level and recommendations for peer teaching. This study brings to light the merits and demerits of peer teaching as viewed through the eyes of the peer learners. Peer teaching provides a sound platform for teaching and learning anatomy. Further discussions at higher levels are encouraged in order to explore the feasibility of introducing formal peer teaching in the medical curriculum. Anat Sci Educ 11: 346-357. © 2017 American Association of Anatomists.

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Improving near‐peer teaching quality in anatomy by educating teaching assistants: An example from Sweden

Johansson

Holmin

Johansson

et al. 2018

Anatomical Sciences Ed

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Peer-assisted learning has gained momentum in a variety of disciplines, including medical education. In Gothenburg, Sweden, medical students who have finished their compulsory anatomy courses have the option of working as teaching assistants (TAs). Teaching assistants provide small group teaching sessions as a complement to lectures given by faculty. Previously, TAs were left to handle the role as junior teachers by themselves, but since 2011, a continuation course in anatomy has been developed with the aim of providing the TAs better anatomy knowledge and guidance for teaching. The course was designed to comprise 7.5 ECTS credits (equivalent to 5 weeks of full-time studies), and today all TAs are required to take this course before undertaking their own teaching responsibilities. This study aims to compare course evaluations of TA teaching before and after the introduction of the anatomy continuation course, in order to understand how students perceived teaching performed by self-learned versus trained TAs. The results of this study demonstrate that there was a trend towards better teaching performed by trained TAs. The variability in rankings decreased significantly after the introduction of the continuation course. This was mainly due to an improvement among the TAs with the lowest levels of performance. In addition to comparing student rankings, TAs were interviewed regarding their experiences and perceptions within the continuation course. The course was generally positively regarded. The TAs described a sense of cohesion and appreciation since the institute invested in a course dedicated specifically for them. Anat Sci Educ 11: 403-409. © 2018 American Association of Anatomists.

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A step ahead: Teaching undergraduate students to be peer teachers

Cited by 105 publications

References 16 publications

An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives

An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives

Perceptions of first‐year medical students towards learning anatomy using cadaveric specimens through peer teaching

Improving near‐peer teaching quality in anatomy by educating teaching assistants: An example from Sweden

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