Training and education model for anatomy near-peer teachers

Guerrero‐Mendivil, Francisco D.; Muñoz-Leija, Milton Alberto; Quiroga‐Garza, Alejandro; Fuente-Villarreal, David de la; Jacobo‐Baca, Guillermo; O, Jorge Gutiérrez-de la; Elizondo‐Omaña, Rodrigo Enrique; Guzmán-López, Santos

doi:10.24875/rmu.20000045

Cited by 4 publications

(7 citation statements)

References 28 publications

(41 reference statements)

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“…Doctor, and the Latin word from which it derives, also means teacher, a role for which doctors have been naturally known. Often, knowledge and experience were passed on between peers and mentors‐mentees interactions (Bulte et al, 2007; Jackson and Evans, 2012; Reyes‐Hernández et al, 2016; Guerrero‐Mendivil et al, 2020; Quiroga‐Garza et al, 2020). However, most doctors lack formal training in education.…”

Section: Discussionmentioning

confidence: 99%

Mexican Educators Survey on Anatomical Sciences Education and a Review of World Tendencies

Salinas‐Alvarez¹,

Quiroga‐Garza²,

Martínez-Garza³

et al. 2020

Anatomical Sciences Ed

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Anatomical sciences curricula have been under constant reform over the years, with many countries having to reduce course hours while trying to preserve laboratory time. In Mexico, schools have historically been autonomous and unregulated, and data regarding structure and methods are still lacking. A national survey was sent by the Mexican Society of Anatomy to 110 anatomical sciences educators. The questionnaire consisted of 50 items (open and multiple choice) for gross anatomy, microscopic anatomy, neuroanatomy, and embryology courses in medical schools across Mexico. A clinical approach was the most common course approach in all disciplines. Contact course hours and laboratory hours were higher in Mexican anatomy education compared to other countries, with the highest reported contact hours for embryology (133.4 ± 44.1) and histology (125 ± 33.2). There were similar contact hours to other countries for gross anatomy (228.5 ± 60.5). Neuroanatomy course hours (43.9 ± 13.1) were less than reported by the United States and similar to Saudi Arabia and higher than the United Kingdom. Dissection and microscopy with histological slides predominate as the most common laboratory activities. Traditional methods prevail in most of the courses in Mexico and only a few educators have implemented innovative and technological tools. Implementation of new methods, approaches, and curricular changes are needed to enhance anatomical sciences education in Mexico. Anat Sci Educ 14: 471-481.

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Section: Discussionmentioning

confidence: 99%

Mexican Educators Survey on Anatomical Sciences Education and a Review of World Tendencies

Salinas‐Alvarez¹,

Quiroga‐Garza²,

Martínez-Garza³

et al. 2020

Anatomical Sciences Ed

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“…With this in mind, in 2019 the administration opted for adding a continuous education diploma supported by the University. 54 A "Clinical Anatomy and Surgical Training Diploma" (Figure 1) with a curricular and educational value of 300 hours was created and given exclusively to the anatomy NPTs at the end of their training (separately from their M.D.). It included a series of 12 modules (Table 1) to further incorporate their anatomical knowledge into clinical applications.…”

Section: Education and Training Of Near-peer Teachersmentioning

confidence: 99%

“…A survey applied reported 75% of NPTs were interested specifically in a surgical residency, which may explain their high interest in anatomy. With this in mind, in 2019 the administration opted for adding a continuous education diploma supported by the University 54 . A “Clinical Anatomy and Surgical Training Diploma” (Figure 1) with a curricular and educational value of 300 hours was created and given exclusively to the anatomy NPTs at the end of their training (separately from their M.D.).…”

Section: Introductionmentioning

confidence: 99%

“…Near‐peer teachers have been allowed to use the department logo (created in 1993 by a group of NPTs) on their clinical coats, and sports team uniforms for competitions. Social gatherings were also planned with educators, creating a social environment in which the NPTs can dialog more with their mentors 34,54‐57 . Although results have been positive, the program has been constantly adapting to improve quality.…”

Section: Introductionmentioning

confidence: 99%

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

Guerrero‐Mendivil

Elizondo‐Omaña

Jacobo‐Baca

et al. 2023

Anatomical Sciences Ed

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Peer-assisted learning (PAL) was defined as "people from similar social groups that are not professional teachers, helping each other to learn and learning by teaching". 1 Teaching has been one of the roles a physician must partake in teaching junior colleagues as a physician, a resident, a medical student, or as they teach their patients about diagnoses and treatments. The term 'doctor' also means 'teacher' in Latin. 2 However, formal education on how to teach has been generally lacking in the curricula throughout medical schools. [3][4][5][6][7] Near-peer teachers (NPTs) have often served in medical schools for problem-based sessions, clinical skill courses, and providing lectures on clinical content. 8 The interest in NPTs has been growing in medical and health education, as it provides several benefits for the NPTs, the learner, and the institution. [9][10][11][12] For the NPTs, the perceived benefits were improved knowledge and understanding of clinical relevance, development of facilitation, effective communication, teaching skills,

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“…Subsequently, the students' confidence was evaluated during their clerkship demonstrating increased confidence as well as a higher number of patients sutured during their clinical practice [31]. Supervised suture sessions have a long-term impact on the student, however, human cadavers availability may differ between schools and countries, as well as the conditions of the tissues, depending on the preservation techniques [33][34][35][36][37][38]. A high volume of students, as is the case in many schools in Latin America, also raises variables to consider when teaching BSS [39][40][41].…”

Section: Fidelity Of Suture Modelsmentioning

confidence: 99%

Comparison of suturing models: the effect on perception of basic surgical skills

Gonzalez-Navarro¹,

Quiroga‐Garza²,

Acosta-Luna³

et al. 2021

BMC Med Educ

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Background Acquisition of Basic Surgical Skills (BSS) are essential for medical students. The objective was to determine it’s fidelity impact. Methods Using four suturing models (SM) (pigskin, sponge, commercial pad, and orange), SM-quality and student-SM interaction were evaluated. After a 1-h class, participants were divided into groups and randomly assigned exercises in SM in 15-min intervals. The experiment included completing three individual simple stitches and a 3-stitch continuous suture in each SM. Results Eighty-two medical students participated. Suturing quality was better in pigskin and sponge, which were also the preferred models (p < 0.001). Significant differences in quality between the insertion and exit point, and firmness of knots (p < 0.05) in both simple and continuous sutures, as well as between length and distance in continuous ones (p < 0.001) were identified. Conclusions Acquisition and quality of BSS are influenced by the intrinsic characteristics of SM. An adequate degree of resistance, consistency, and elasticity are necessary.

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Training and education model for anatomy near-peer teachers

Cited by 4 publications

References 28 publications

Mexican Educators Survey on Anatomical Sciences Education and a Review of World Tendencies

Mexican Educators Survey on Anatomical Sciences Education and a Review of World Tendencies

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

Comparison of suturing models: the effect on perception of basic surgical skills

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