Exploring the Application of Peer-Assisted Learning in Practical Neuroanatomy Classes: A Cohort Comparison Within a Medical Curriculum

Abstract

Despite well-documented benefits, the effectiveness of some aspects of near-peer (NP) teaching in medical education within anatomy curricula remains unclear. Here, we explored the impact of various permutations of staff/student laboratory-based co-teaching in neuroanatomy by determining the optimal staff and student teaching combination. We assessed student perceptions and knowledge acquisition using three different co-teaching strategies. Second-year medical students at the University of Southampton were co-taught neuroanatomy by faculty staff and third-year medical students (NP teachers). Three cohorts, 2016/2017, 2017/2018, and 2018/2019, were included in the study. Subsequent cohorts experienced increasingly structured NP teaching with more NP teachers. Students completed evaluations for anatomy sessions, which were statistically compared. The 2017/2018 and 2018/2019 cohorts completed lunchtime quizzes matched to the learning outcomes of each practical session, which were analysed. A focus group involving six students was transcribed and thematically analysed. Anatomy practical ratings were significantly higher when both session structure and NP teacher numbers increased from 3 to 5–6 (p = 0.0010) and from 3 to 7–8 (p = 0.0020). There were no significant differences in anatomy practical ratings using 5–6 and 7–8 NP teachers (p > 0.9999). There were no significant differences between the knowledge scores of students who experienced 5–6 and 7–8 NP teachers. Themes detailing the benefits of NP teaching and the importance of faculty involvement were identified, demonstrating that students appreciated NP teaching within a co-teaching environment. Therefore, increased NP teaching may augment students’ perceptions and knowledge acquisition. In this context, the optimal number of NP teachers may sit between 5 and 8.

Investigating the impact of remote neuroanatomy education during the COVID‐19 pandemic using online examination performance in a National Undergraduate Neuroanatomy Competition

“…More specifically, the COVID‐19 pandemic exposed several specific vulnerabilities in the delivery of neuroanatomy education due to a reliance on in‐person teaching and the inherent historical challenges of teaching and learning neuroanatomy 3 . These challenges include a specific fear surrounding learning neuroanatomy (termed “neurophobia”) due to perceptions of the subject material being particularly complex, 4 but also a lack of suitably trained teachers to provide students with high‐quality, small‐group neuroanatomy teaching that helps prevent overcrowding of intricate specimens 5 …”

“…3 These challenges include a specific fear surrounding learning neuroanatomy (termed "neurophobia") due to perceptions of the subject material being particularly complex, 4 but also a lack of suitably trained teachers to provide students with high-quality, smallgroup neuroanatomy teaching that helps prevent overcrowding of intricate specimens. 5 Despite predominantly face-to-face based anatomy education, online learning resources have long been used by many institutions to supplement medical student's learning. 2 This approach, termed "blended learning," refers to the supplementation of traditional didactic educational approaches with technologyenhanced learning resources.…”