Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden.
Department of Neuroscience, Karolinska Institutet, Stockholm, Sweden.
Int J Med Educ. 2022 Aug 31;13:221-229. doi: 10.5116/ijme.62eb.850a.
This qualitative study aims to explore how fourth-year medical students on the surgery course perceived a clinical anatomy workshop organised by near-peer student teachers in partnership with faculty.
Forty-seven medical students participated in a workshop on clinical anatomy in the dissection laboratory. A voluntary response sampling method was used. The students' perceptions of the workshop were explored through a thematic content analysis of transcribed, semi-structured group interviews and written comments.
A majority of the students had not revisited the dissection laboratory since their second year, and all students described the workshop as a unique opportunity to vertically integrate anatomical knowledge. Four main themes were identified as most valuable for the students' learning experience, namely that the workshop 1) was taught by knowledgeable and friendly near-peer tutors (NPTs), 2) consisted of highly relevant anatomical content, 3) offered a hands-on experience of cadavers in the dissection laboratory, and 4) was taught in a focused session in the middle of the surgery course.
This study shows how hands-on workshops in clinical anatomy, developed in student-staff partnerships and taught by NPTs, can enable senior medical students to recall and vertically integrate anatomical knowledge during surgical clerkships. The results have implications for curriculum design, giving voice to senior students' wishes for spaced repetition and vertical integration of pre-clinical anatomy knowledge during their clinical training. Moreover, this study may inspire other students and faculty to develop similar near-peer teaching activities through student-staff partnerships.
本定性研究旨在探讨外科课程四年级医学生如何看待由准教师学生与教师合作组织的临床解剖学工作坊。
47 名医学生参加了在解剖实验室进行的临床解剖学工作坊。采用自愿反应抽样法。通过对转录的半结构化小组访谈和书面评论进行主题内容分析，探讨了学生对工作坊的看法。
大多数学生自第二年以来都没有重新进入解剖实验室，所有学生都将工作坊描述为垂直整合解剖学知识的独特机会。确定了四个对学生学习经验最有价值的主要主题，即工作坊 1) 由知识渊博且友好的准教师 (NPT) 授课，2) 包含高度相关的解剖学内容，3) 提供在解剖实验室进行尸体操作的经验，以及 4) 在外科课程的中期进行集中授课。
本研究表明，由学生-员工合作开发并由 NPT 教授的临床解剖学实践工作坊如何使高年级医学生能够在外科实习期间回忆和垂直整合解剖学知识。研究结果对课程设计具有启示意义，体现了高年级学生希望在临床培训期间进行有间隔的重复和临床前解剖学知识的垂直整合。此外，本研究可能会激励其他学生和教师通过学生-员工合作来开展类似的准教师教学活动。
