Department of Medical Education, Tufts University School of Medicine, Boston, Massachusetts.
Centre for Human Anatomy Education, Department of Anatomy and Developmental Biology, Faculty of Medicine Nursing and Health Sciences, Monash University, Melbourne, Australia.
Anat Sci Educ. 2020 Jan;13(1):19-29. doi: 10.1002/ase.1872. Epub 2019 Mar 11.
There is growing demand from accrediting agencies for improved basic science integration into fourth-year medical curricula and inculcation of medical students with teaching skills. The objective of this study was to determine the effectiveness of a fourth-year medical school elective course focused on teaching gross anatomy on anatomical knowledge and teaching confidence. Fourth-year medical student "teacher" participants' gross anatomy knowledge was assessed before and after the course. Students rated their overall perceived anatomy knowledge and teaching skills on a scale from 0 (worst) to 10 (best), and responded to specific knowledge and teaching confidence items using a similar scale. First-year students were surveyed to evaluate the effectiveness of the fourth-year student teaching on their learning. Thirty-two students completed the course. The mean anatomy knowledge pretest score and posttest scores were 43.2 (±22.1) and 74.1 (±18.4), respectively (P < 0.001). The mean perceived anatomy knowledge ratings before and after the course were 6.19 (±1.84) and 7.84 (±1.30), respectively (P < 0.0001) and mean perceived teaching skills ratings before and after the course were 7.94 (±1.24) and 8.53 (±0.95), respectively (P = 0.002). Student feedback highlighted five themes which impacted fourth-year teaching assistant effectiveness, including social/cognitive congruence and improved access to learning opportunities. Together these results suggest that integrating fourth-year medical students in anatomy teaching increases their anatomical knowledge and improves measures of perceived confidence in both teaching and anatomy knowledge. The thematic analysis revealed that this initiative has positive benefits for first-year students.
越来越多的认证机构要求将基础科学更好地整合到四年级的医学课程中，并培养医学生的教学技能。本研究的目的是确定一门专注于教授大体解剖学的四年级医学选修课在解剖学知识和教学信心方面的效果。在课程前后评估四年级医学生“教师”参与者的大体解剖学知识。学生使用类似的量表从 0（最差）到 10（最好）对整体感知解剖学知识和教学技能进行评分，并对特定的知识和教学信心项目进行评分。对一年级学生进行调查，以评估四年级学生教学对他们学习的效果。32 名学生完成了该课程。解剖学知识预测试评分和后测试评分的平均值分别为 43.2（±22.1）和 74.1（±18.4）（P<0.001）。课程前后感知解剖学知识的平均评分分别为 6.19（±1.84）和 7.84（±1.30）（P<0.0001），课程前后感知教学技能的平均评分分别为 7.94（±1.24）和 8.53（±0.95）（P=0.002）。学生反馈突出了五个影响四年级助教效果的主题，包括社会/认知一致性和增加学习机会。这些结果共同表明，将四年级医学生纳入解剖学教学可以提高他们的解剖学知识，并提高他们在教学和解剖学知识方面的信心。主题分析表明，这一举措对一年级学生有积极的益处。
