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The efficacy of interdisciplinary near-peer teaching within neuroanatomical education—preliminary observations

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.
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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Taylor, Charles
3c9047f5-356d-4981-b9b8-e7479da713bd
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), 387-393. (doi:10.1007/s40670-021-01238-6).

Record type: Article

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.

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More information

Accepted/In Press date: 3 February 2021
e-pub ahead of print date: 19 February 2021
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
ORCID for Steven Glautier: ORCID iD orcid.org/0000-0001-8852-3268

Catalogue record

Date deposited: 10 Mar 2021 17:42
Last modified: 26 Nov 2021 02:40

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Contributors

Author: Charles Taylor
Author: Octavia Kurn
Author: Steven Glautier ORCID iD
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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