Peer teaching among physical therapy students during human gross anatomy: Perceptions of peer teachers and students

Abstract

Despite nearly 200 accredited entry-level physical therapist education programs in the United States that culminate in a doctoral degree, only a paucity of reports have been published regarding the efficacy of peer teaching in gross anatomy. No one has described the usefulness of peer teaching from the viewpoint of the peer teacher. An organized peer teaching method provided by four second-year doctors of physical therapy (DPT) students in a semester course in gross anatomy had a positive impact on the academic performance in gross anatomy of first-year DPT students. The unique feature of the weekly peer teaching sessions was a packet assembled by the second-year peer teachers, which contained diagrams, fill-in-the blank questions, and helpful mnemonic devices. This study surveyed perceptions of first-year DPT students in response to a peer teaching method, using a structured 10-item questionnaire and a five-point Likert scale. Second-year DPT peer teachers provided written reflections about the benefits and challenges of serving as a peer teacher. Results revealed that 13 planned peer-teaching experiences provided by four second-year DPT students were valuable and promoted a firm understanding of anatomical relationships important for the clinical competence of physical therapist students. Moreover, peer teachers acknowledged acquiring clinically desirable teaching, academic, organizational, and time management skills from the experience. As a result, physical therapist educators may wish to consider this model of peer teaching to augment their teaching strategies for a class in gross human anatomy.

An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives

“…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].…”

“…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].…”

Near‐peer teaching in anatomy: An approach for deeper learning

“…Peer teaching has been used in a variety of guises including peer-assisted learning, team-based learning (TBL) and reciprocal peer teaching, and in many different areas of health education and the biosciences (Krych et al, 2005;Tariq, 2005;Gill et al, 2006;Secomb, 2007;Evans and Canavan, 2008;Shankar and Roopa, 2009). Within anatomy, peer teaching has been widely recognized as a valuable approach for learning and has been effectively incorporated into medical, dental, and healthcare curricula (Nnodim, 1997;Brueckner and MacPherson, 2004;Youdas et al, 2008). The manner of peer teaching has varied extensively and has included one-toone teacher-tutee interactions, group peer teaching, problembased learning, or even peer-developed learning materials (Walker-Bartnick et al, 1984;Lake, 1999;Krych et al, 2005;Nieder et al, 2005;Youdas et al, 2008).…”

“…Within anatomy, peer teaching has been widely recognized as a valuable approach for learning and has been effectively incorporated into medical, dental, and healthcare curricula (Nnodim, 1997;Brueckner and MacPherson, 2004;Youdas et al, 2008). The manner of peer teaching has varied extensively and has included one-toone teacher-tutee interactions, group peer teaching, problembased learning, or even peer-developed learning materials (Walker-Bartnick et al, 1984;Lake, 1999;Krych et al, 2005;Nieder et al, 2005;Youdas et al, 2008). While many of these examples have involved students in the same year of training or in immediately adjacent years and therefore meet the definition of peer teaching, other activities which include alternate forms of tutor-led teaching where direct peers are not involved have also been regarded as peer teaching.…”

Impact of cadaveric surgical anatomy training on urology residents knowledge: a preliminary study

“…Trainers have been established as an effective teaching resource in several areas of gross anatomy education. [19][20][21] This study gave also the opportunity for 'stepped procedure' learning in surgical education. First residents see the anatomical structure in real body but bloodless and safely.…”