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The efficacy of frontline near-peer teaching in a Modern Medical Curriculum

The efficacy of frontline near-peer teaching in a Modern Medical Curriculum
The efficacy of frontline near-peer teaching in a Modern Medical Curriculum

Within medical education a reduction in curriculum time for subjects, such as anatomy puts pressure on educators to ensure the same learning outcomes are conveyed in less time. This has the potential to impact negatively on student experience. Near-peer teaching (NPT) is often praised as an effective revision tool, but its use as a frontline teaching resource remains unreported. The study explores the potential for NPT to promote delivery of learning outcomes and maximize student experience within a neuroanatomy module for second year medical students. The study occurred in three educational settings, (1) frontline NPT of cranial nerves, (2) revision session NPT of cranial nerves, and (3) NPT alongside faculty staff in laboratory-based neuroanatomy practical exercises. For the first and second components, knowledge was measured using a pre- and post-session test and student perception was ascertained with a questionnaire. For the third component, student perception was assessed with an end-of-module survey. The results show that overall, NPT was well received by learners. A significant knowledge gain was seen between the pre- and post-session test of the frontline NPT session. The study presents evidence in favor of using NPTs to supplement the delivery of learning outcomes in a time and resource constrained curriculum. In particular, for the effective delivery of frontline material. Anat Sci Educ 0: 1–9.

congruence, gross anatomy education, medical education, near-peer teaching, neuroanatomy education, undergraduate education
1935-9772
Harrison, Charlotte H.
303910b8-a262-4f85-9e59-816a0da94038
Elmansouri, Ahmad
75c1814d-6da0-494e-bdd3-f0a3b2b837b3
Parton, William
16545434-3adf-4832-8406-404374e58aa1
Myers, Matthew A.
cc2a1ec5-7c2e-4fd5-bb7b-be797c6e0ab2
Hall, Samuel
703c2f84-ad99-4211-9408-307bbb59732c
Stephens, Jonny R.
5153a144-bada-4002-a57e-0d8d1fba7102
Seaby, Eleanor G.
f004c141-6123-4b7d-8220-ebfff556867b
Border, Scott
67fce2e0-d2cd-43a2-a9cc-e6cb6fd28544
Harrison, Charlotte H.
303910b8-a262-4f85-9e59-816a0da94038
Elmansouri, Ahmad
75c1814d-6da0-494e-bdd3-f0a3b2b837b3
Parton, William
16545434-3adf-4832-8406-404374e58aa1
Myers, Matthew A.
cc2a1ec5-7c2e-4fd5-bb7b-be797c6e0ab2
Hall, Samuel
703c2f84-ad99-4211-9408-307bbb59732c
Stephens, Jonny R.
5153a144-bada-4002-a57e-0d8d1fba7102
Seaby, Eleanor G.
f004c141-6123-4b7d-8220-ebfff556867b
Border, Scott
67fce2e0-d2cd-43a2-a9cc-e6cb6fd28544

Harrison, Charlotte H., Elmansouri, Ahmad, Parton, William, Myers, Matthew A., Hall, Samuel, Stephens, Jonny R., Seaby, Eleanor G. and Border, Scott (2018) The efficacy of frontline near-peer teaching in a Modern Medical Curriculum. Anatomical Sciences Education. (doi:10.1002/ase.1827).

Record type: Article

Abstract

Within medical education a reduction in curriculum time for subjects, such as anatomy puts pressure on educators to ensure the same learning outcomes are conveyed in less time. This has the potential to impact negatively on student experience. Near-peer teaching (NPT) is often praised as an effective revision tool, but its use as a frontline teaching resource remains unreported. The study explores the potential for NPT to promote delivery of learning outcomes and maximize student experience within a neuroanatomy module for second year medical students. The study occurred in three educational settings, (1) frontline NPT of cranial nerves, (2) revision session NPT of cranial nerves, and (3) NPT alongside faculty staff in laboratory-based neuroanatomy practical exercises. For the first and second components, knowledge was measured using a pre- and post-session test and student perception was ascertained with a questionnaire. For the third component, student perception was assessed with an end-of-module survey. The results show that overall, NPT was well received by learners. A significant knowledge gain was seen between the pre- and post-session test of the frontline NPT session. The study presents evidence in favor of using NPTs to supplement the delivery of learning outcomes in a time and resource constrained curriculum. In particular, for the effective delivery of frontline material. Anat Sci Educ 0: 1–9.

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More information

Accepted/In Press date: 30 July 2018
e-pub ahead of print date: 17 October 2018
Keywords: congruence, gross anatomy education, medical education, near-peer teaching, neuroanatomy education, undergraduate education

Identifiers

Local EPrints ID: 427900
URI: http://eprints.soton.ac.uk/id/eprint/427900
ISSN: 1935-9772
PURE UUID: 24254597-8138-4b5a-99cd-682373efa47d

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Date deposited: 01 Feb 2019 17:30
Last modified: 07 Jun 2022 17:05

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Contributors

Author: Charlotte H. Harrison
Author: Ahmad Elmansouri
Author: William Parton
Author: Matthew A. Myers
Author: Samuel Hall
Author: Jonny R. Stephens
Author: Eleanor G. Seaby
Author: Scott Border

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