Nnodim J O
Department of Anatomy, Faculty of Medicine, University of Benin, Benin City, Nigeria.
Clin Anat. 1997;10(2):112-7. doi: 10.1002/(SICI)1098-2353(1997)10:2<112::AID-CA7>3.0.CO;2-X.
The present study is an evaluation of a peer-teaching program in practical gross anatomy involving 80 volunteer second-year medical students. They were assigned 20 per cadaver, but divided into two subgroups of 10 each. The subgroup which dissects during a given session would demonstrate their accomplishments to the other subgroup at the commencement of the next dissecting session, before withdrawing to study independently. The other subgroup would then proceed to dissect during the rest of the session and, on the next practical day, demonstrate their work to their peers in the complementary subgroup. Thus, each subgroup performed only half of the 36 work units on the trunk, relying on their peers for instruction on the other half. Eighty students with similar entry-level qualifications were selected from the rest of the class to serve as controls. Their student-to-cadaver ratio was also 20:1 but every member was in attendance at all dissecting sessions. In the experimental and control programs, each student was actively engaged in dissection for an average of 5.4 hours. A 200-item two-choice theory paper and a 50-station practical test comprising specimen-based questions were administered at the end of the study. Students in the peer-teaching program performed significantly better than their full-time dissecting counterparts. The peer-teaching program was well-received by the students: it reduced the crowding at dissecting tables considerably and offered them opportunities to hone their communication skills. The non-dissecting time was also much-valued and well-utilized.
本研究对一项涉及80名自愿参与的二年级医学生的大体解剖实践同伴教学计划进行了评估。他们被分配为每具尸体20人，但分为两个每组10人的亚组。在给定时间段进行解剖的亚组将在下一次解剖课开始时向另一个亚组展示他们的成果，然后退出进行独立学习。然后，另一个亚组将在该时间段的剩余时间继续进行解剖，并在接下来的实践课上向互补亚组的同伴展示他们的工作。因此，每个亚组只完成了躯干36个工作单元中的一半，另一半则依靠同伴指导。从班级其他学生中挑选了80名具有相似入学资格的学生作为对照组。他们的学生与尸体比例也是20:1，但每个成员都参加了所有解剖课。在实验和对照计划中，每个学生平均积极参与解剖5.4小时。在研究结束时进行了一份包含200道二选一问题的理论试卷和一场由基于标本的问题组成的50站实践考试。参与同伴教学计划的学生表现明显优于全程参与解剖的同学。同伴教学计划受到了学生们的好评：它大大减少了解剖台上的拥挤情况，并为他们提供了磨练沟通技巧的机会。不进行解剖的时间也得到了高度重视和充分利用。
