Walser J, Horneffer A, Oechsner W, Huber-Lang M, Gerhardt-Szep S, Boeckers A
Institute of Anatomy and Cell Biology, Medical Faculty, Ulm University, Albert-Einstein-Allee 11, 89081 Ulm, Germany.
Office of the Dean of Studies, Medical Faculty, Ulm University, Albert-Einstein-Allee 7, 89081 Ulm, Germany.
Ann Anat. 2017 Mar;210:147-154. doi: 10.1016/j.aanat.2016.10.007. Epub 2016 Nov 18.
Peer teaching is a well-established teaching method in medical education. During the 2012/13 winter term, the Institute of Anatomy and Cell Biology in Ulm, Germany, introduced a longitudinal didactics program ("Train the Tutor": TtT) to train student tutors as near-peer teachers (NPT) in the dissection course (DC). Twenty-three of 38 tutors participated in the programme. Our study describes the educational concept and the NPTs' activities in the dissection course.
NPTs documented their activities on a daily basis in the form of semi-structured reports. A total of 575 reports were quantitatively and qualitatively analysed. Free-text analysis was performed using Grounded Theory followed by code quantification of all indications (n=1868).
NPTs spend 61% of their time dissecting by themselves or supervising the tutee's dissection process. Organisational tasks had a larger share at the beginning of the course. Just before examinations the proportion of time spent giving feedback rose. Of all positive indications, 45% described experiences working with the tutees. In contrast, 68% of all negative indications were characterized by a self-critical reflection on their own activities. NPTs included all learning domains in their teaching, substantially functioning as teachers and role models to convey particular attitudes.
TtT-Trained Tutors (NPT) clearly met the requirements of a practical course and adjusted their activities in response to the course's progress. NPTs were concerned about their tutees' attitudes and may need more professional support within the TtT program regarding this.
同伴教学是医学教育中一种成熟的教学方法。在2012/13冬季学期，德国乌尔姆的解剖学与细胞生物学研究所引入了一项纵向教学计划（“培训导师”：TtT），以培训学生导师成为解剖课程（DC）中的准同伴教师（NPT）。38名导师中有23名参加了该计划。我们的研究描述了解剖课程中的教育理念和NPT的活动。
NPT以半结构化报告的形式每天记录他们的活动。总共对575份报告进行了定量和定性分析。使用扎根理论进行自由文本分析，然后对所有指征（n = 1868）进行编码量化。
NPT将61%的时间用于自己解剖或监督被辅导者的解剖过程。在课程开始时，组织任务所占比例更大。就在考试前，提供反馈的时间比例上升。在所有积极指征中，45%描述了与被辅导者合作的经历。相比之下，所有消极指征中有68%的特点是对自己的活动进行自我批评性反思。NPT在教学中涵盖了所有学习领域，在很大程度上充当教师和榜样，以传达特定的态度。
接受TtT培训的导师（NPT）显然满足了实践课程的要求，并根据课程进展调整了他们的活动。NPT关心被辅导者的态度，在这方面可能需要在TtT计划中获得更多专业支持。
