The efficacy of interdisciplinary near-peer teaching within neuroanatomical education—preliminary observations
The efficacy of interdisciplinary near-peer teaching within neuroanatomical education—preliminary observations
Near-Peer Teaching (NPT) is increasingly becoming an integral part of the medical curriculum. When considered alongside the increasing popularity of interdisciplinary education, it seems appropriate to explore NPT within an interdisciplinary context. In these observations, 3rd-year medical students taught 2nd-year psychology students neuroanatomy. The session was evaluated using three objective and subjective assays. A knowledge assessment test showed significant improvement after teaching, and there were significant improvements on self-perceived knowledge/attitudes towards neuroanatomy, as well as positive feedback on the use of NPT. These observations evidence the successful use of Interdisciplinary Near-Peer Teaching (INPT) within a neuroanatomical curriculum.
Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-021-01238-6.
Anatomy education, Interdisciplinary education, Near-peer teaching, Neuroanatomy, Peer-assisted learning
387-393
Taylor, Charles
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Kurn, Octavia
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Glautier, Steven
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Anbu, Deepika
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Dean, Oliver
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Nagy, Eva
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Harrison, Charlie
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Payne, December
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Hall, Sam
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Border, Scott
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April 2021
Taylor, Charles
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Kurn, Octavia
601e27f1-ea82-450f-91e4-d69f83840142
Glautier, Steven
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Anbu, Deepika
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Dean, Oliver
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Nagy, Eva
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Harrison, Charlie
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Payne, December
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Hall, Sam
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Border, Scott
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Taylor, Charles, Kurn, Octavia, Glautier, Steven, Anbu, Deepika, Dean, Oliver, Nagy, Eva, Harrison, Charlie, Payne, December, Hall, Sam and Border, Scott
(2021)
The efficacy of interdisciplinary near-peer teaching within neuroanatomical education—preliminary observations.
Medical Science Educator, 31 (2), .
(doi:10.1007/s40670-021-01238-6).
Abstract
Near-Peer Teaching (NPT) is increasingly becoming an integral part of the medical curriculum. When considered alongside the increasing popularity of interdisciplinary education, it seems appropriate to explore NPT within an interdisciplinary context. In these observations, 3rd-year medical students taught 2nd-year psychology students neuroanatomy. The session was evaluated using three objective and subjective assays. A knowledge assessment test showed significant improvement after teaching, and there were significant improvements on self-perceived knowledge/attitudes towards neuroanatomy, as well as positive feedback on the use of NPT. These observations evidence the successful use of Interdisciplinary Near-Peer Teaching (INPT) within a neuroanatomical curriculum.
Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-021-01238-6.
Text
Taylor2021_Article_TheEfficacyOfInterdisciplinary
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More information
Accepted/In Press date: 3 February 2021
e-pub ahead of print date: 19 February 2021
Published date: April 2021
Additional Information:
Funding Information:
The authors wish to thank Dr. David Walker and Miss Ellen Adams from the Centre for Learning Anatomical Sciences for their assistance and support with running the teaching sessions.
Publisher Copyright:
© 2021, The Author(s).
Keywords:
Anatomy education, Interdisciplinary education, Near-peer teaching, Neuroanatomy, Peer-assisted learning
Identifiers
Local EPrints ID: 447392
URI: http://eprints.soton.ac.uk/id/eprint/447392
PURE UUID: 84abab34-deef-440a-aa39-8a7c1e9a0bfc
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Date deposited: 10 Mar 2021 17:42
Last modified: 17 Mar 2024 02:46
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Contributors
Author:
Charles Taylor
Author:
Octavia Kurn
Author:
Deepika Anbu
Author:
Oliver Dean
Author:
Eva Nagy
Author:
Charlie Harrison
Author:
December Payne
Author:
Sam Hall
Author:
Scott Border
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