The Efficacy of Interdisciplinary Near-Peer Teaching Within Neuroanatomical Education—Preliminary Observations

Near-Peer Teaching (NPT) is increasingly becoming an integral part of the medical curriculum. When considered alongside the increasing popularity of interdisciplinary education, it seems appropriate to explore NPT within an interdisciplinary context. In these observations, 3rd-year medical students...

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Detalles Bibliográficos
Autores principales: Taylor, Charles F. C., Kurn, Octavia R., Glautier, Steven P., Anbu, Deepika, Dean, Oliver, Nagy, Eva, Geoghan, Kate R., Harrison, Charlie H., Payne, December R., Hall, Sam, Border, Scott
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2021
Materias:
Short Communication
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8368458/
https://www.ncbi.nlm.nih.gov/pubmed/34457897
http://dx.doi.org/10.1007/s40670-021-01238-6
Descripción
Sumario:Near-Peer Teaching (NPT) is increasingly becoming an integral part of the medical curriculum. When considered alongside the increasing popularity of interdisciplinary education, it seems appropriate to explore NPT within an interdisciplinary context. In these observations, 3rd-year medical students taught 2nd-year psychology students neuroanatomy. The session was evaluated using three objective and subjective assays. A knowledge assessment test showed significant improvement after teaching, and there were significant improvements on self-perceived knowledge/attitudes towards neuroanatomy, as well as positive feedback on the use of NPT. These observations evidence the successful use of Interdisciplinary Near-Peer Teaching (INPT) within a neuroanatomical curriculum. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s40670-021-01238-6.

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