The Benefits of Near-Peer Teaching Assistants in the Anatomy and Physiology Lab: An Instructor and a Student's Perspective on a Novel Experience

Autor/inn/en	Rompolski, Krista; Dallaire, Mackenzie
Titel	The Benefits of Near-Peer Teaching Assistants in the Anatomy and Physiology Lab: An Instructor and a Student's Perspective on a Novel Experience
Quelle	In: HAPS Educator, 24 (2020) 1, S.82-94 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-3806
Schlagwörter	Educational Benefits; Teaching Assistants; Peer Teaching; Undergraduate Students; Anatomy; Physiology; Teaching Methods; Science Instruction; Medical Education; Laboratory Experiments; Program Evaluation; Outcomes of Education; College Faculty; Teacher Attitudes; Student Attitudes; Mentors; Criticism; Computer Assisted Instruction; Reflection; Portfolios (Background Materials) + Suchen Sie Ihr Suchwort? Bildungsertrag; Peer group teaching; Peer Group Teaching; Anatomie; Physiologie; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Medizinische Ausbildung; Laboratory work; Laborarbeit; Programme evaluation; Programmevaluation; Lernleistung; Schulerfolg; Fakultät; Lehrerverhalten; Schülerverhalten; Kritik; Computer based training; Computerunterstützter Unterricht
Abstract	Near-peer teaching, in which students one or more years removed from a student within the same academic program, is utilized broadly in medical school curricula and increasingly in undergraduate anatomy and physiology courses. While the literature on near-peer teaching suggests that the practice is overwhelmingly positive, it is primarily from anatomy courses in a medical school setting. Therefore, instructors who implement near-peer programs at the undergraduate level should share their experiences and evaluate these programs on an ongoing basis. The purpose of this paper is to share a personal experience with utilizing undergraduates as teaching assistants in the anatomy and physiology laboratory setting. A detailed description of the near-peer experience is first provided, followed by the observed benefits for everyone involved from both the instructor and a near-peer's perspective. Finally, recommendations are made for implementing a near-peer program with future directions for research into evaluating outcomes of a near-peer program. (As Provided).
Anmerkungen	Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01