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Students as anatomy near-peer teachers: a double-edged sword for an ancient skill

BACKGROUND: A near-peer instructors (NPI) program was designed for 1st year medical students who successfully finished the Anatomy course, in order to develop their didactic ability and teaching skills, mostly for cadaver dissection. METHODS: Graduates of the training program were administered a vol...

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Autores principales: Dickman, Nomy, Barash, Alon, Reis, Shmuel, Karasik, David
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5591562/
https://www.ncbi.nlm.nih.gov/pubmed/28886737
http://dx.doi.org/10.1186/s12909-017-0996-y
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author Dickman, Nomy
Barash, Alon
Reis, Shmuel
Karasik, David
author_facet Dickman, Nomy
Barash, Alon
Reis, Shmuel
Karasik, David
author_sort Dickman, Nomy
collection PubMed
description BACKGROUND: A near-peer instructors (NPI) program was designed for 1st year medical students who successfully finished the Anatomy course, in order to develop their didactic ability and teaching skills, mostly for cadaver dissection. METHODS: Graduates of the training program were administered a voluntary survey at the end of the program, annually. Best graduates of the training program were offered a NPI position in the next academic year. They were evaluated by the first-year students, at the end of the Anatomy block. RESULTS: In a debriefing questionnaire at the end of the NPI training, on the five-point Likert scale (1 = lowest to 5 = highest), the overall rating ranged from 3.63 in 2013 to 3.71 in 2015. Learning prosection and anatomy demonstration skills scored on average from 4.30 to 4.36, respectively. The NPIs were then evaluated by first-year students at the end of the next year’s Anatomy block. On the Likert scale, the average score of NPIs ranged from 4.10 in 2014 to 4.75 in 2016, on the par with the general satisfaction score for the professional preclinical teachers during the same period (which ranged from 3.80 to 4.26). CONCLUSIONS: It is suggested that students as near-peer instructors can make a valuable contribution to the teaching faculty, especially in a new medical school.
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spelling pubmed-55915622017-09-13 Students as anatomy near-peer teachers: a double-edged sword for an ancient skill Dickman, Nomy Barash, Alon Reis, Shmuel Karasik, David BMC Med Educ Research Article BACKGROUND: A near-peer instructors (NPI) program was designed for 1st year medical students who successfully finished the Anatomy course, in order to develop their didactic ability and teaching skills, mostly for cadaver dissection. METHODS: Graduates of the training program were administered a voluntary survey at the end of the program, annually. Best graduates of the training program were offered a NPI position in the next academic year. They were evaluated by the first-year students, at the end of the Anatomy block. RESULTS: In a debriefing questionnaire at the end of the NPI training, on the five-point Likert scale (1 = lowest to 5 = highest), the overall rating ranged from 3.63 in 2013 to 3.71 in 2015. Learning prosection and anatomy demonstration skills scored on average from 4.30 to 4.36, respectively. The NPIs were then evaluated by first-year students at the end of the next year’s Anatomy block. On the Likert scale, the average score of NPIs ranged from 4.10 in 2014 to 4.75 in 2016, on the par with the general satisfaction score for the professional preclinical teachers during the same period (which ranged from 3.80 to 4.26). CONCLUSIONS: It is suggested that students as near-peer instructors can make a valuable contribution to the teaching faculty, especially in a new medical school. BioMed Central 2017-09-08 /pmc/articles/PMC5591562/ /pubmed/28886737 http://dx.doi.org/10.1186/s12909-017-0996-y Text en © The Author(s). 2017 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
spellingShingle Research Article
Dickman, Nomy
Barash, Alon
Reis, Shmuel
Karasik, David
Students as anatomy near-peer teachers: a double-edged sword for an ancient skill
title Students as anatomy near-peer teachers: a double-edged sword for an ancient skill
title_full Students as anatomy near-peer teachers: a double-edged sword for an ancient skill
title_fullStr Students as anatomy near-peer teachers: a double-edged sword for an ancient skill
title_full_unstemmed Students as anatomy near-peer teachers: a double-edged sword for an ancient skill
title_short Students as anatomy near-peer teachers: a double-edged sword for an ancient skill
title_sort students as anatomy near-peer teachers: a double-edged sword for an ancient skill
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5591562/
https://www.ncbi.nlm.nih.gov/pubmed/28886737
http://dx.doi.org/10.1186/s12909-017-0996-y
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