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Harnessing the Near-Peer Effect in Anatomy Education

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Abstract

Benefits of near-peer teaching are well-documented, but its time requirements can be prohibitive. We integrated the near-peer effect into a clinical anatomy course with weekly student-developed handouts vetted by faculty to provide an element of near-peer teaching without the burden of extra time.

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Author information

Authors and Affiliations

  1. Department of Clinical Anatomy, Sam Houston State University College of Osteopathic Medicine, 925 City Central Ave, Conroe, TX, 77304, USA

    R. Buch, M. Tran, J. Hinojosa, D. Wooten, S. Gokaslan, D. Moeller & M. Loomis

Authors
  1. R. Buch
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  2. M. Tran
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  3. J. Hinojosa
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  4. D. Wooten
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  5. S. Gokaslan
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  6. D. Moeller
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  7. M. Loomis
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Contributions

RB and ML conceived and designed the project. RB, ML, and MT wrote initial draft and revision. JH, DW, SG, and DM vetted material to be used in student handout, and all authors reviewed and gave final approval of manuscript.

Corresponding author

Correspondence to M. Loomis.

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The authors declare no competing interests.

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Buch, R., Tran, M., Hinojosa, J. et al. Harnessing the Near-Peer Effect in Anatomy Education. Med.Sci.Educ. 33, 1033–1034 (2023). https://doi.org/10.1007/s40670-023-01841-9

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  • DOI: https://doi.org/10.1007/s40670-023-01841-9

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