Peer Tutoring for Anatomy Workshops in Cambodia

Autor/inn/en	Pickles, Kylie; Ivanusic, Jason J.; Xiao, Junhua; Durward, Callum; Ryan, Andrea B.; Hayes, Jennifer A.
Titel	Peer Tutoring for Anatomy Workshops in Cambodia
Quelle	In: Anatomical Sciences Education, 12 (2019) 1, S.82-89 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1804
Schlagwörter	Foreign Countries; Anatomy; Workshops; Peer Teaching; Teacher Student Ratio; Medical Students; Nursing Education; Student Attitudes; Program Effectiveness; Cambodia + Suchen Sie Ihr Suchwort? Ausland; Anatomie; Lernwerkstatt; Schulung; Peer group teaching; Peer Group Teaching; Lehrer-Schüler-Relation; Pflegepädagogik; Schülerverhalten; Kambodscha
Abstract	Historical loss of staff and teaching resources in Cambodia has resulted in significant challenges to anatomy education. Small group anatomy teaching opportunities are limited. A visit to Cambodia by a teaching team from the University of Melbourne in 2010 demonstrated it was possible to implement well-resourced anatomy workshops for this purpose. However, continuation of the workshop program was inhibited by the limited number of local teaching staff. In 2015, another team from the University of Melbourne returned to Cambodia to implement anatomy workshops that incorporated peer tutoring. The objective was to improve teacher-to-student ratios and to demonstrate that interactive anatomy workshops could be delivered successfully despite low staff numbers. The anatomy workshops were attended by 404 students of Medicine, Dentistry, Nursing, and Midwifery at the University of Puthisastra. Medical students were invited to act as peer tutors for nursing students. A five-point Likert scale questionnaire was used to determine student satisfaction with both the workshops and peer tutoring. The overwhelming majority were positive about the workshops and keen for them to continue. Almost all medical students who acted as peer tutors agreed or strongly agreed that this role increased their anatomical knowledge (98%) and confidence (94%). Most nursing students agreed or strongly agreed with statements that they would like peer tutoring to continue (94%) and that they would like to be peer tutors themselves (88%). This report demonstrates that peer tutoring could be an effective tool in educational settings where poor staff-to-student ratios limit delivery of interactive workshops. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01