Improving Near-Peer Teaching Quality in Anatomy by Educating Teaching Assistants: An Example from Sweden

Autor/inn/en	Johansson, Ellen; Holmin, Tobias E.; Johansson, Bengt R.; Braide, Magnus
Titel	Improving Near-Peer Teaching Quality in Anatomy by Educating Teaching Assistants: An Example from Sweden
Quelle	In: Anatomical Sciences Education, 11 (2018) 4, S.403-409 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johansson, Ellen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1775
Schlagwörter	Peer Teaching; Educational Quality; Teaching Methods; Medical Education; Anatomy; Science Instruction; Teaching Assistants; Foreign Countries; Medical Students; Knowledge Level; Small Group Instruction; Course Descriptions; Comparative Analysis; Course Evaluation; Student Attitudes; Interviews; Instructional Improvement; College Credits; Sweden + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Medizinische Ausbildung; Anatomie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Wissensbasis; Kursstrukturplan; Schülerverhalten; Interviewing; Interviewtechnik; Unterrichtsqualität; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Schweden
Abstract	Peer-assisted learning has gained momentum in a variety of disciplines, including medical education. In Gothenburg, Sweden, medical students who have finished their compulsory anatomy courses have the option of working as teaching assistants (TAs). Teaching assistants provide small group teaching sessions as a complement to lectures given by faculty. Previously, TAs were left to handle the role as junior teachers by themselves, but since 2011, a continuation course in anatomy has been developed with the aim of providing the TAs better anatomy knowledge and guidance for teaching. The course was designed to comprise 7.5 ECTS credits (equivalent to 5 weeks of full-time studies), and today all TAs are required to take this course before undertaking their own teaching responsibilities. This study aims to compare course evaluations of TA teaching before and after the introduction of the anatomy continuation course, in order to understand how students perceived teaching performed by self-learned versus trained TAs. The results of this study demonstrate that there was a trend towards better teaching performed by trained TAs. The variability in rankings decreased significantly after the introduction of the continuation course. This was mainly due to an improvement among the TAs with the lowest levels of performance. In addition to comparing student rankings, TAs were interviewed regarding their experiences and perceptions within the continuation course. The course was generally positively regarded. The TAs described a sense of cohesion and appreciation since the institute invested in a course dedicated specifically for them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01