Anatomy teaching assistants: Facilitating teaching skills for medical students through apprenticeship and mentoring

Lachman, Nirusha; Christensen, Kate; Pawlina, Wojciech

doi:10.3109/0142159x.2012.714880

Cited by 54 publications

(57 citation statements)

References 38 publications

(35 reference statements)

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“…The roles considered for instructors included: (1) theory instructor, (2) clinical hour instructor, (3) imaging anatomy instructor, and (4) laboratory instructor. Following established criteria for NPT instructors, we required that students spend at minimum 12 hours per week participating in course activities and all training sessions (Lachman et al, ).…”

Section: Methodsmentioning

confidence: 99%

Near‐peer teaching strategy in a large human anatomy course: Perceptions of near‐peer instructors

Reyes-Hernández

Pulido

Chapa

et al. 2014

Anatomical Sciences Ed

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Near-peer teaching (NPT) is a strategy in which senior students assume the instructor role with junior peers (mentees). Senior students develop unique skills and knowledge through NPT, an experience which extends their learning beyond content mastery. Different teaching modules featuring NPT were utilized in the human anatomy course at the School of Medicine, Autonomous University of Nuevo Leon in Monterrey, Mexico. Modules included: Theory, Clinical Hour, Imaging Anatomy, and Laboratory. The aim of this study was to assess instructor participants' perceptions on the benefits of the NPT strategy in the anatomy classroom. A survey was administered to anatomy course instructors who utilized NPT strategies during winter, fall, and spring semesters of the 2012-2013 school year. A total of 120 instructors were enrolled in the study. There were different perceptions of instructors' roles. Theory and Imaging Anatomy instructors considered themselves to be information providers and resource developers, whereas Clinical Hour and Laboratory instructors saw themselves more as facilitators, role models, and planners. All instructors' opinions on the benefits of NPT were positive. Thus, in this article, the authors find NPT to be a strategy that promotes self-learning, a vital skill.

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Section: Methodsmentioning

confidence: 99%

Near‐peer teaching strategy in a large human anatomy course: Perceptions of near‐peer instructors

Reyes-Hernández

Pulido

Chapa

et al. 2014

Anatomical Sciences Ed

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“…As a result of our intensive 2-h training course for the peers, there was no need for intervention on the part of the instructors during the student training sessions as has been reported and discussed in the literature before [26, 27]. The peers, who were well versed in the Peyton method, were able to access the e-module at all times during the seminar, which allowed them to be more self-assured as trainers and reinforced their own skills [28–33].…”

Section: Discussionmentioning

confidence: 95%

Anatomy meets dentistry! Linking anatomy and clinical practice in the preclinical dental curriculum

et al. 2016

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BackgroundEstablishing a strong link early on between preclinical coursework and the clinical context is necessary for students to be able to recognize the practical relevance of the curriculum during their preclinical anatomical courses and to transfer knowledge more easily. Our objective was to enhance the clinical relevance of a preclinical anatomy course for second-year medical students of dentistry by implementing an interdisciplinary skills training course on “Palpation of the Head and Neck Muscles” and to measure the learning outcomes.MethodsFor the curricular development of the expanded course module, Kern’s 6-step approach was applied including subjective evaluation. We used a peer-teaching format supported by an e-learning application. A randomized control study measured effects of the two components (skills training, e-module) on learning outcomes. Four learning methods were compared: (1) lecture, (2) lecture + e-module, (3) lecture + skills training, (4) lecture + skills training + e-module. An objective structured clinical examination (OSCE) was used to measure and compare learning outcomes.ResultsThe two-way variance analysis demonstrated that participation in the skills training had a statistically significant effect on the OSCE results (p = 0.0007). Students who participated in the skills training did better (φ 107.4 ± 14.4 points) than students who only attended the lecture (φ 88.8 ± 26.2 points). Students who used the e-module but did not attend the skills training earned a slightly but not significantly higher average number of points (φ 91.8 ± 31.3 points) than those who only attended the lecture. The learning outcomes of the skills training were again significantly increased when the training was combined with the e-module (φ 121.8 ± 21.8 points), thus making it the ideal method for achieving the learning objectives defined in this study.ConclusionsThe “Palpation of the Head and Neck Muscles” interdisciplinary skills training course linking basic anatomical knowledge and clinical skills led to clearly improved learning outcomes for both, anatomical knowledge and clinical skills. The additional use of an e-learning tool (e-module) improved the learning effect.

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“…7,8 The effective TA program is based on a constructivist model of knowledge. 7,8 The effective TA program is based on a constructivist model of knowledge.…”

Section: The Teaching Assistant Programmentioning

confidence: 99%

Implementation of a Teaching Assistant Program in Graduate Nursing Education

2013

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Identifying and educating students who have an interest and talent to be future educators is a challenge throughout academia, including nursing. The ideal scenario is to identify students early in their education and construct or scaffold a unique relationship between professor and student. The authors discuss a teaching assistant model, implemented in a nursing graduate program, which augments the education process while developing potential future nursing educators.

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Anatomy teaching assistants: Facilitating teaching skills for medical students through apprenticeship and mentoring

Cited by 54 publications

References 38 publications

Near‐peer teaching strategy in a large human anatomy course: Perceptions of near‐peer instructors

Near‐peer teaching strategy in a large human anatomy course: Perceptions of near‐peer instructors

Anatomy meets dentistry! Linking anatomy and clinical practice in the preclinical dental curriculum

Implementation of a Teaching Assistant Program in Graduate Nursing Education

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