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ERIC Number: EJ858993
Record Type: Journal
Publication Date: 2009
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1935-9772
Objective and Subjective Assessment of Reciprocal Peer Teaching in Medical Gross Anatomy Laboratory
Bentley, Brian S.; Hill, Robert V.
Anatomical Sciences Education, v2 n4 p143-149 Jul-Aug 2009
Reciprocal peer teaching (RPT), wherein students alternate roles as teacher and learner, has been applied in several educational arenas with varying success. Here, we describe the implementation of a reciprocal peer teaching protocol in a human gross anatomy laboratory curriculum. We compared the outcomes of the RPT class with those of previous classes in which RPT was not employed. Objective data (i.e., course grades) show no significant differences in gross anatomy laboratory grades between students in the RPT and non-RPT classes. To subjectively evaluate the relative success of RPT in the laboratory, we analyzed student opinions obtained through anonymous surveys. These data show that a powerful majority of student respondents felt that RPT was beneficial and should be used in future classes. The greatest disadvantage was unreliable quality of teaching from peers; however, most students still felt that RPT should be continued. Students who felt that they had insufficient hands-on experience (by virtue of dissecting only half the time) were significantly more likely to recommend abandoning RPT. These results underscore the importance of active student dissection, and suggest that a modified version of the described RPT protocol may satisfy more of the needs of large, diverse student populations. Several hidden benefits of RPT exist for faculty, administration, and students, including reduced need for large numbers of cadavers, attendant reduction in operating costs, and smaller student-to-teacher ratios. (Contains 2 tables and 2 figures.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A