Horneffer A, Fassnacht U, Oechsner W, Huber-Lang M, Boeckers T M, Boeckers A
Office of the Dean of Studies Medical Faculty, Ulm University, Albert-Einstein-Allee 7, 89081 Ulm, Germany.
Ulm University, Institute of Anatomy and Cell Biology, Medical Faculty, Ulm University, Albert-Einstein-Allee 11, 89081 Ulm Germany.
Ann Anat. 2016 Nov;208:170-178. doi: 10.1016/j.aanat.2016.05.008. Epub 2016 Jun 17.
Peer teaching is widely applied in medical education, anatomists having a notably long tradition in cooperating with student tutors in the dissection course. At Ulm University we established an intensified concomitant didactic training program for student tutors and investigated possible effects on their tutees' academic performance and tutor evaluation.
In winter semester 2012/13 all student tutors of the dissection course were invited to participate in the "Train-the-Tutor" educational program. Test results and failure rates of 149 tutees who had been supervised by program participants (n=14) and 136 tutees of not participating tutors (n=13) were analyzed, as well as data on tutor evaluation and learning behavior of 235 (82%) of these tutees.
Overall, both groups of tutees showed equal learning behavior and evaluated their tutors' performances similarly. However, tutees of program participants consistently obtained better examination results (median: 1.9 versus 2.2 in overall scores) and lower ultimate failure rates (13.4 versus 17.6% of students failed, respectively).
An intensified didactic training program for student tutors may help their tutees to pass the gross anatomy course. Additional studies are necessary to objectify and further investigate this effect in order to optimize the concept regarding time expenditure and costs.
同伴教学在医学教育中被广泛应用，解剖学家在解剖课程中与学生导师合作有着悠久的传统。在乌尔姆大学，我们为学生导师建立了强化的伴随式教学培训项目，并研究其对学生学业成绩和导师评价的可能影响。
在2012/13年冬季学期，解剖课程的所有学生导师都被邀请参加“培训导师”教育项目。分析了由项目参与者指导的149名学生（n = 14）和未参与项目的导师指导的136名学生（n = 13）的测试结果和不及格率，以及其中235名（82%）学生的导师评价和学习行为数据。
总体而言，两组学生表现出相同的学习行为，对导师表现的评价也相似。然而，参与项目的导师所指导的学生始终取得更好的考试成绩（总成绩中位数：1.9对2.2）和更低的最终不及格率（分别为13.4%和17.6%的学生不及格）。
为学生导师开展强化的教学培训项目可能有助于他们的学生通过大体解剖课程。需要进行更多研究以客观化并进一步探究这种效果，从而优化关于时间投入和成本的理念。
