Doctor of Physical Therapy Student Perceptions of Near-Peer Teaching in an Anatomy Educational Experience

Abstract

Background and Purpose. Near-peer (NP) teaching, teaching by students where a gap greater than 1 year exists between teacher and learner, has been found to produce positive results in both teacher and learner alike. Gross anatomy courses often include NP teaching experiences; however, those experiences tend to limit the NP teachers to strong academic performers. Method/Model Description and Evaluation. The University of South Florida School of Physical Therapy and Rehabilitation Sciences' Doctor of Physical Therapy (DPT) students participated in a NP teaching experience. All third-year DPT students served as a NP teacher, as either a planner (n = 31) or a laboratory assistant (n = 8). Third-year students were responsible for content development (planners) and/or delivery (planners and laboratory assistants) for an anatomy module within a movement science course. After each module, first-year students completed a survey and course assessments while third-year planners completed a self-reflection. A thematic analysis was completed using the first- and third-year responses. Outcomes. First-year students reported that the experience enhanced their understanding of anatomy as it relates to physical therapist practice, provided them strategies to correctly identify important anatomical concepts, and was preferable over instructor led anatomy. Third-year students (planners) acknowledged the benefit of teaching peers and reflected on knowledge reinforcement with a greater level of comfort and understanding of effort for teaching. Discussion and Conclusion. The findings support the existing literature that NP opportunities are beneficial for NP teachers and learners and have potential as an additional strategy for teaching human anatomy in physical therapist education programs.

On the job training in the dissection room: from physical therapy graduates to junior anatomy instructors

“…Models for organizing and assessing junior instructors in PT programs were presented previously for NPT only [ 32 , 33 ]. These reports were based on mentoring and an apprenticeship approach [ 36 ].…”

“…Previous publications describing OJT in anatomy education included mentoring, debriefing and providing feedback to the trainees [ 32 , 36 , 40 ]. Most did not include formal observation of the trainee, except Evans and Cuffe, who described an informal observation process.…”

The Efficacy of Interdisciplinary Near-Peer Teaching Within Neuroanatomical Education—Preliminary Observations

“…Although the definition of a Near-Peer is generally well accepted [ 1 ], there is far less clarity when it comes to interdisciplinary programs. Despite numerous examples of interdisciplinary education occurring within anatomy and literature [ 10 , 11 , 13 , 14 , 28 ], there are very few publications on the interdisciplinary application of peer-assisted learning and any of the benefits it may bring.…”

Payment with knowledge: A method for a training of anatomy near‐peer teachers and formation of future anatomists

“…At the student level, it created a “cognitive congruence” in which both have a similar knowledge base and learning experience 17 and a “social congruence” where similar social roles exist 18 and role models may develop 12,19,20 . This made them feel more at ease with the NPTs, 21 improving the learning environment and retention of information 22‐24 . Near‐peer teacher programs extend beyond medicine into other healthcare and non‐healthcare areas 24‐28 …”

“…This made them feel more at ease with the NPTs, 21 improving the learning environment and retention of information 22‐24 . Near‐peer teacher programs extend beyond medicine into other healthcare and non‐healthcare areas 24‐28 …”