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

Abstract

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.

Improving Academic Performance of Sport and Exercise Science Undergraduate Students in Gross Anatomy Using a Near‐Peer Teaching Program

“…They found that helping was greatest and least threatening when students were of a similar age and when both were of high ability. Recently, Agius et al () reported that medical students felt that peer teaching created “a positive, non‐intimidating learning environment,” that they “could communicate freely with the peer teachers,” and that they “felt more comfortable.” From the results, the authors concluded that students felt neither “anxious” nor “threatened” by peer teaching. In the present study, the student selected as the near‐peer teacher had all of the characteristics mentioned above.…”

“…Indeed, previous studies comparing the academic performance of students who received peer teaching to that of students who received no additional teaching found an improvement in the academic performance of students who participated (Benè and Bergus, ; Han et al, ). Furthermore, previous studies have demonstrated that students provide positive feedback about peer teaching (Goode et al, ; Furmedge et al, ; Agius et al, ), near‐peer teaching (Evans and Cuffe, ; Durán et al, ; Nelson et al, ; Rosenberg et al, ), and reciprocal peer‐teaching programs (Manyama et al, ). Moreover, beyond their gains in knowledge, students show improvement in understanding and retaining the material presented, improvement in study habits, more positive attitudes toward the subject, and independent self‐learning (Manyama et al, ; Bruno et al, ; Hanson et al, ).…”

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

“…The practice of AST also contributes to the development of IM by providing a rationale for choices (Tai et al, ; Queen and Hess, ), empathizing with the perspectives of students (Ten Cate et al, ; Hickman et al, ), and minimizing the use of controlling language (Mohr et al, ; Lopes et al, ; Meza et al, ) in the teaching environment. These practices provide students with the opportunity to pursue unique individual goals (Woolley and Fishbach, ) and interests (Ezell et al, ; Agius et al, ), and satisfy their needs for autonomy (Woolley and Fishbach, ) and competence (Desy et al, ; Gauer and Jackson, ). It is significant that the practice of AST also benefits students with ingrained low levels of autonomy (Cohn and Lyons, ; Hew and Lo, ) and motivation (Spasenoska et al, ; Melin‐Johansson et al, ; Rotenstein et al, ).…”

“…The Millennials (Generation Y and Net Generation) (Born 1980(Born -1999 The Millennials account for a significant number of health care professionals and presently constitute the majority of health care students (Agius et al, 2018). They belong to an exclusive generation that is radically different from previous generations (Haro et al, 2014;Persky and McLaughlin, 2017).…”

“…This has stemmed from a need to optimize the health care system through preventive measures (Augustin, ; Rutledge et al, ), and reduce unnecessary utilization of resources (Holaday et al, ; Garden, ; Ten Cate et al, ). Toward the goal of producing efficient health care professionals, educators have recognized the pivotal role of intrinsic motivation (IM) in the education and training of health care students toward meaningful client outcomes (Holaday et al, ; Boysen et al, ; Agius et al, ).…”