Hall Samuel, Harrison Charlotte H, Stephens Jonny, Andrade Matheus Gesteria, Seaby Eleanor G, Parton William, McElligott Simon, Myers Matthew A, Elmansouri Ahmed, Ahn Michael, Parrott Rachel, Smith Claire F, Border Scott
Centre for Learning Anatomical Sciences, Faculty of Medicine, Southampton General Hospital, Southampton, UK.
Department of Anatomy, Brighton and Sussex Medical School, University of Sussex, Brighton, UK.
Clin Teach. 2018 Oct;15(5):403-407. doi: 10.1111/tct.12784. Epub 2018 Mar 23.
Near-peer teaching is used in anatomy education because of its benefits to the learner, teacher and faculty members. Despite the range of reports focusing on the learner, the advantages for the teacher, which are thought to include communication skills, subject knowledge and employability, are only beginning to be explored.
A questionnaire was distributed to the teachers involved in anatomy near-peer teaching at the University of Southampton and Brighton and Sussex Medical School (BSMS). This questionnaire was designed using a rating scale of 0-10 to assess teacher perspectives on their level of knowledge, teaching skills and enjoyment of teaching. Free-text responses determined the teachers' motivation and perceived benefits from the teaching.
Twenty-eight questionnaires were gathered (54.9% response rate), including 20 from Southampton and eight from BSMS. Long-term knowledge retention and better understanding of the material were rated 8.1 and 7.9 out of 10, respectively. Eight responses were from currently practising doctors, who rated how much they now use their teaching skills as doctors as 8.9 out of 10. Of the eight doctors, seven gained points for their foundation programme applications as a direct result of near-peer teaching. The most common motivator for engaging in teaching was to improve subject matter knowledge and the most common benefit was improved communication skills. There are numerous advantages to being a near-peer teacher in medical school DISCUSSION: There are numerous advantages to being a near-peer teacher in medical school, which include knowledge improvement, transferrable professional skills and employability. These initial results support the hypothesised benefits to the teachers and provide a foundation for further longitudinal studies.
由于近伴教学对学习者、教师和教员都有益处，因此在解剖学教育中得到应用。尽管有一系列报告关注学习者，但教师的优势，如沟通技巧、学科知识和就业能力等，才刚刚开始被探索。
向南安普顿大学以及布莱顿和萨塞克斯医学院（BSMS）参与解剖学近伴教学的教师发放了一份问卷。该问卷采用0至10分的评分量表来评估教师对自身知识水平、教学技能和教学乐趣的看法。自由文本回答确定了教师的教学动机和感知到的教学益处。
共收集到28份问卷（回复率为54.9%），其中20份来自南安普顿大学，8份来自BSMS。长期知识保留和对材料的更好理解在10分制中的评分分别为8.1分和7.9分。有8份回复来自目前正在执业的医生，他们将自己作为医生运用教学技能的程度评为8.9分（满分10分）。在这8名医生中，有7人因近伴教学直接在其基础课程申请中获得了加分。参与教学最常见的动机是提高学科知识，最常见的益处是沟通技能得到提高。在医学院担任近伴教师有诸多优势。
在医学院担任近伴教师有诸多优势，包括知识提升、可转移的专业技能和就业能力。这些初步结果支持了对教师的假设益处，并为进一步的纵向研究奠定了基础。
