Students Helping Students: Evaluating a Pilot Program of Peer Teaching for an Undergraduate Course in Human Anatomy

Autor/inn/en	Bruno, Paul A.; Love Green, Jennifer K.; Illerbrun, Sara L.; Holness, Duncan A.; Illerbrun, Samantha J.; Haus, Kara A.; Poirier, Sylvianne M.; Sveinson, Katherine L.
Titel	Students Helping Students: Evaluating a Pilot Program of Peer Teaching for an Undergraduate Course in Human Anatomy
Quelle	In: Anatomical Sciences Education, 9 (2016) 2, S.132-142 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1543
Schlagwörter	Program Evaluation; Peer Teaching; Academic Achievement; Undergraduate Students; Multiple Regression Analysis; Predictor Variables; Anatomy; Science Instruction; Teaching Methods; Pilot Projects; College Preparation; College Freshmen; Attendance; Grade Point Average; Foreign Countries; Statistical Analysis; Canada + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Peer group teaching; Peer Group Teaching; Schulleistung; Prädiktor; Anatomie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Pilot project; Modellversuch; Pilotprojekt; Studienanfänger; Anwesenheit; Ausland; Statistische Analyse; Kanada
Abstract	The educational literature generally suggests that supplemental instruction (SI) is effective in improving academic performance in traditionally difficult courses. A pilot program of peer teaching based on the SI model was implemented for an undergraduate course in human anatomy. Students in the course were stratified into three groups based on the number of peer teaching sessions they attended: nonattendees (0 sessions), infrequently attended (1-3 sessions), and frequently attended (= 4 sessions). After controlling for academic preparedness [i.e., admission grade point average (AGPA)] using an analysis of covariance, the final grades of frequent attendees were significantly higher than those of nonattendees (P?=?0.025) and infrequent attendees (P?=?0.015). A multiple regression analysis was performed to estimate the relative independent contribution of several variables in predicting the final grade. The results suggest that frequent attendance (ß?=?0.245, P?=?0.007) and AGPA (ß?=?0.555, P?<?0.001) were significant positive predictors, while being a first-year student (ß?=?-0.217, P?=?0.006) was a significant negative predictor. Collectively, these results suggest that attending a certain number of sessions may be required to gain a noticeable benefit from the program, and that first-year students (particularly those with a lower level of academic preparedness) would likely stand to benefit from maximally using the program. End-of-semester surveys and reports indicate that the program had several additional benefits, both to the students taking the course and to the students who served as program leaders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01