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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...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2017
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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. |
format | Online Article Text |
id | pubmed-5591562 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2017 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
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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