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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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
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author 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
author_facet 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
author_sort Taylor, Charles F. C.
collection PubMed
description 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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spelling pubmed-83684582021-08-26 The Efficacy of Interdisciplinary Near-Peer Teaching Within Neuroanatomical Education—Preliminary Observations 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 Med Sci Educ Short Communication 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. Springer US 2021-02-19 /pmc/articles/PMC8368458/ /pubmed/34457897 http://dx.doi.org/10.1007/s40670-021-01238-6 Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Short Communication
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
The Efficacy of Interdisciplinary Near-Peer Teaching Within Neuroanatomical Education—Preliminary Observations
title The Efficacy of Interdisciplinary Near-Peer Teaching Within Neuroanatomical Education—Preliminary Observations
title_full The Efficacy of Interdisciplinary Near-Peer Teaching Within Neuroanatomical Education—Preliminary Observations
title_fullStr The Efficacy of Interdisciplinary Near-Peer Teaching Within Neuroanatomical Education—Preliminary Observations
title_full_unstemmed The Efficacy of Interdisciplinary Near-Peer Teaching Within Neuroanatomical Education—Preliminary Observations
title_short The Efficacy of Interdisciplinary Near-Peer Teaching Within Neuroanatomical Education—Preliminary Observations
title_sort efficacy of interdisciplinary near-peer teaching within neuroanatomical education—preliminary observations
topic Short Communication
url 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
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