Skip to main content

Advertisement

SpringerLink
Log in

Establishment of a Peer Teaching Assistant Program for Preclinical Human Gross Anatomy Curricula

  • Monograph
  • Published:
Medical Science Educator Aims and scope Submit manuscript

Abstract

An increasing number of medical institutions across the USA are now utilizing a prosection-based approach to teach human anatomy. This practice enables students to make use of specimens on a more flexible schedule, which has sparked demand for additional practice identifying structures and relating concepts. In order to accommodate this demand, we have developed an anatomy teaching assistant (TA) program in which second-year medical students (MS2s) act as tutors for their first-year peers (MS1s). MS2s are selected as TAs on the basis of prior anatomy examination performance, teaching experience, and other criteria. At least once per week, for 2 h, they provide focused review of human anatomy to MS1 peers. Anatomy faculty and staff provide core instruction and support throughout. The program has received overwhelmingly positive evaluations and comments from students. MS1 students, using a modified Likert scale, reported that multiple specific techniques used by TAs were helpful. MS1s also reported overall improvement in their confidence as a result of the sessions. Correlation analyses demonstrated positive associations between utility reported by a given student and the number of sessions that student attended. MS2s also reported improved test and clinical performance as a result of the program. Peer tutoring programs enhance learning across multiple domains in medical education, including gross anatomy. Strategies for implementation of such a program are presented here. It is our belief that other institutions could benefit from establishment of analogous programs.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  1. Dinsmore CE, Daugherty S, Zeitz HJ. Teaching and learning gross anatomy: dissection, prosection, or “both of the above?”. Clin Anat. 1999;12(2):110–4.

    Article  Google Scholar 

  2. Winkelmann A. Anatomical dissection as a teaching method in medical school: a review of the evidence. Med Educ. 2007;41(1):15–22.

    Article  Google Scholar 

  3. Drake RL, McBride JM, Pawlina W. An update on the status of anatomical sciences education in United States medical schools. Anat Sci Educ. 2014;7(4):321–5.

    Article  Google Scholar 

  4. Gabard DL, Lowe DL, Chang JW. Current and future instructional methods and influencing factors in anatomy instruction in physical therapy and medical schools in the U.S. J Allied Health Summer 2012;41(2):53–62.

  5. Davis CR, Bates AS, Ellis H, Roberts AM. Human anatomy: let the students tell us how to teach. Anat Sci Educ. 2014;7(4):262–72.

    Article  Google Scholar 

  6. Sugand K, Abrahams P, Khurana A. The anatomy of anatomy: a review for its modernization. Anat Sci Educ. 2010;3(2):83–93.

    Google Scholar 

  7. McMenamin PG, Quayle MR, McHenry CR, Adams JW. The production of anatomical teaching resources using three-dimensional (3D) printing technology. Anat Sci Educ. 2014;7(6):479–86.

    Article  Google Scholar 

  8. Walker-Bartnick LA, Berger JH, Kappelman MM. A model for peer tutoring in the medical school setting. J Med Educ. 1984;59(4):309–15.

    Google Scholar 

  9. Moorewest M, Hennessy SA, Meilman PW, Odonnell JF. The presence of student-based peer advising, peer tutoring, and performance evaluation programs among U.S. medical schools. Acad Med. 1990;65(10):660–1.

    Article  Google Scholar 

  10. Sobral DT. Cross-year peer tutoring experience in a medical school: conditions and outcomes for student tutors. Med Educ. 2002;36(11):1064–70.

    Article  Google Scholar 

  11. Hurley KF, McKay DW, Scott TM, James BM. The supplemental instruction project: peer-devised and delivered tutorials. Med Teach. 2003;25(4):404–7.

    Article  Google Scholar 

  12. Nestel D, Kidd J. Peer tutoring in patient-centred interviewing skills: experience of a project for first-year students. Med Teach. 2003;25(4):398–403.

    Article  Google Scholar 

  13. Santee J, Garavalia L. Peer tutoring programs in health professions schools. Am J Pharm Educ. 2006;70(3):70.

    Article  Google Scholar 

  14. Buckley S, Zamora J. Effects of participation in a cross year peer tutoring programme in clinical examination skills on volunteer tutors’ skills and attitudes towards teachers and teaching. BMC Med Educ. 2007;7:20.

    Article  Google Scholar 

  15. Barnes HV, Albanese M, Schroeder J, Reiter S. Senior medical students teaching the basic skills of history and physical examination. J Med Educ. 1978;53(5):432–4.

    Google Scholar 

  16. Escovitz ES. Using senior students as clinical skills teaching assistants. Acad Med. 1990;65(12):733–4.

    Article  Google Scholar 

  17. Haist SA, Wilson JF, Fosson SE, Brigham NL. Are fourth-year medical students effective teachers of the physical examination to first-year medical students? J Gen Intern Med. 1997;12(3):177–81.

    Article  Google Scholar 

  18. Field M, Burke JM, McAllister D, Lloyd DM. Peer-assisted learning: a novel approach to clinical skills learning for medical students. Med Educ. 2007;41(4):411–8.

    Article  Google Scholar 

  19. Trevino FM, Eiland DC Jr. Evaluation of a basic science, peer tutorial program for first- and second-year medical students. J Med Educ. 1980;55(11):952–3.

    Google Scholar 

  20. Krych AJ, March CN, Bryan RE, Peake BJ, Pawlina W, Carmichael SW. Reciprocal peer teaching: students teaching students in the gross anatomy laboratory. Clin Anat. 2005;18(4):296–301.

    Article  Google Scholar 

  21. Escovedo C, Harrison D, Lentz J, Schmalz NA, Stahl L, Thakur S, et al. Utility and efficacy of a peer-based anatomy tutoring program for first year medical students. Med Sci Educ. 2016;26(1):105–9.

    Article  Google Scholar 

  22. Harrison D, Lentz J, Schmalz NA, Escovedo C, Stark E. Peer-based anatomy tutoring for first-year medical students: an analysis of peer-tutoring from the tutors’ perspective. Med Sci Educ. 2017;27(1):57–61.

    Article  Google Scholar 

  23. Schmalz NA, Escovedo C, Harrison D, Lentz J, Stahl L, Thakur S, Parker N, Stark E. A longitudinal study of the utility and efficacy of a peer-based anatomy tutoring program for first-year medical students: 2011–2015 [Abstract 565.3]. FASEB J. 2016;30.

Download references

Funding

The funding for SurveyMonkey accounts, AppointmentPlus accounts, and tutor payments (2011–2015) came from the Office of the Dean, in the David Geffen School of Medicine at UCLA.

Author information

Authors and Affiliations

  1. David Geffen School of Medicine, UCLA, Los Angeles, CA, USA

    John D. Christensen

  2. Indiana University School of Medicine, Indianapolis, IN, USA

    Naomi A. Schmalz

  3. Department of Pathology and Laboratory Medicine, David Geffen School of Medicine, UCLA, Los Angeles, CA, USA

    Lucky Challyandra & M. Elena Stark

Authors
  1. John D. Christensen
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Naomi A. Schmalz
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Lucky Challyandra
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. M. Elena Stark
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to John D. Christensen.

Ethics declarations

Conflict of Interest

The authors declare that they have no conflict of interest.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Christensen, J.D., Schmalz, N.A., Challyandra, L. et al. Establishment of a Peer Teaching Assistant Program for Preclinical Human Gross Anatomy Curricula. Med.Sci.Educ. 28, 765–772 (2018). https://doi.org/10.1007/s40670-018-0604-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40670-018-0604-8

Keywords

Search

Navigation