Department of Medical Chemistry and Cell Biology, Institute of Biomedicine, University of Gothenburg, Gothenburg, Sweden.
Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden.
Anat Sci Educ. 2018 Jul;11(4):403-409. doi: 10.1002/ase.1775. Epub 2018 Feb 14.
Peer-assisted learning has gained momentum in a variety of disciplines, including medical education. In Gothenburg, Sweden, medical students who have finished their compulsory anatomy courses have the option of working as teaching assistants (TAs). Teaching assistants provide small group teaching sessions as a complement to lectures given by faculty. Previously, TAs were left to handle the role as junior teachers by themselves, but since 2011, a continuation course in anatomy has been developed with the aim of providing the TAs better anatomy knowledge and guidance for teaching. The course was designed to comprise 7.5 ECTS credits (equivalent to 5 weeks of full-time studies), and today all TAs are required to take this course before undertaking their own teaching responsibilities. This study aims to compare course evaluations of TA teaching before and after the introduction of the anatomy continuation course, in order to understand how students perceived teaching performed by self-learned versus trained TAs. The results of this study demonstrate that there was a trend towards better teaching performed by trained TAs. The variability in rankings decreased significantly after the introduction of the continuation course. This was mainly due to an improvement among the TAs with the lowest levels of performance. In addition to comparing student rankings, TAs were interviewed regarding their experiences and perceptions within the continuation course. The course was generally positively regarded. The TAs described a sense of cohesion and appreciation since the institute invested in a course dedicated specifically for them. Anat Sci Educ 11: 403-409. © 2018 American Association of Anatomists.
同伴辅助学习在多个学科领域得到了发展，包括医学教育。在瑞典哥德堡，完成了必修解剖课程的医学生可以选择担任助教（TA）。助教通过提供小团体教学来补充教师的授课。此前，助教只能自己处理作为初级教师的角色，但自 2011 年以来，为了让助教更好地掌握解剖学知识并为教学提供指导，已经开发了一门解剖学续修课程。该课程设计为 7.5 个 ECTS 学分（相当于 5 周的全日制学习），如今所有助教在承担自己的教学职责之前都必须参加这门课程。本研究旨在比较引入解剖学续修课程前后对助教教学的课程评估，以了解学生如何看待自主学习和培训助教的教学效果。这项研究的结果表明，培训助教的教学效果有了明显的提高。在引入续修课程后，排名的变化显著减少。这主要是由于表现最低水平的助教的教学水平有所提高。除了比较学生的排名外，还对助教进行了关于他们在续修课程中的经验和看法的采访。该课程普遍受到好评。助教们描述了一种凝聚力和感激之情，因为学院为他们专门开设了一门课程。解剖学教育 11:403-409。© 2018 美国解剖学家协会。
