Faculty of Medicine and Surgery, University of Malta, Msida, Malta.
Directorate for Health Information and Research, Ministry of Health, Valletta, Malta.
Anat Sci Educ. 2018 Jul;11(4):346-357. doi: 10.1002/ase.1751. Epub 2017 Nov 7.
During the last decade, global interest in the multiple benefits of formal peer teaching has increased. This study aimed to explore the perceptions of first-year medical students towards the use of peer teaching to learn anatomy using cadaveric specimens. A descriptive, cross-sectional, retrospective survey was carried out. Data were collected using an online questionnaire which was administered to all medical students who were in their second year of their medical school curriculum and who had participated in sessions taught by their peers during their first year. Peer teaching was perceived as an effective method of learning anatomy by more than half of the participants. Analysis of mean responses revealed that the peer teachers created a positive, non-intimidating learning environment. Overall, participants gave positive feedback on their peer teachers. Six categories emerged from the responses given by participants as to why they would or would not recommend peer teaching. Ways of improvement as suggested by the respondents were also reported. Variables found to be significantly associated with the perceived benefits of the peer teaching program included sex differences, educational level and recommendations for peer teaching. This study brings to light the merits and demerits of peer teaching as viewed through the eyes of the peer learners. Peer teaching provides a sound platform for teaching and learning anatomy. Further discussions at higher levels are encouraged in order to explore the feasibility of introducing formal peer teaching in the medical curriculum. Anat Sci Educ 11: 346-357. © 2017 American Association of Anatomists.
在过去的十年中，全球对正规同伴教学的多种益处的兴趣日益增加。本研究旨在探讨一年级医学生对使用同伴教学法使用尸体标本学习解剖学的看法。采用描述性、横断面、回顾性调查。使用在线问卷收集数据，该问卷分发给所有在医学学校课程第二年且在第一年曾参加过同伴授课的医学生。超过一半的参与者认为同伴教学是一种有效的学习解剖学的方法。对平均反应的分析表明，同伴教师营造了积极、无威胁的学习环境。总体而言，参与者对他们的同伴教师给予了积极的反馈。参与者给出的回应中有六个类别涉及他们愿意或不愿意推荐同伴教学的原因。还报告了受访者提出的改进方法。研究结果表明，与同伴教学计划的益处相关的变量包括性别差异、教育水平和对同伴教学的推荐。本研究从同伴学习者的角度揭示了同伴教学的优缺点。同伴教学为解剖学的教与学提供了一个合理的平台。鼓励在更高层次上进一步讨论，以探讨在医学课程中引入正式同伴教学的可行性。解剖学教育 11:346-357. ©2017 美国解剖学家协会。
