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Students helping students: Evaluating a pilot program of peer teaching for an undergraduate course in human anatomy

Bruno, PA
; 
Love Green, JK
; 
Illerbrun, SL
; 
Holness, DA
; 
Illerbrun, SJ
; 
Haus, KA
; 
Poirier, SM
; 
Sveinson, KL
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Genre
Journal Article
Date
2016-03-01
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Department
Subject
anatomy teaching
 gross anatomy education
 health sciences education
 higher education
 learning strategies
 peer teaching
 student attitudes
 supplemental instruction
 undergraduate education
 Adolescent
 Anatomy
 Curriculum
 Educational Measurement
 Educational Status
 Female
 Helping Behavior
 Humans
 Leadership
 Male
 Peer Influence
 Perception
 Pilot Projects
 Program Evaluation
 Students
 Teaching
 Young Adult
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http://hdl.handle.net/20.500.12613/5224
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Students helping students Evaluating a pilot program of peer teaching for an undergraduate course in human anatomy.pdf
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DOI
10.1002/ase.1543
Abstract
© 2015 The Authors. 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 (β = 0.245, P = 0.007) and AGPA (β = 0.555, P<0.001) were significant positive predictors, while being a first-year student (β = -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. Anat Sci Educ 9: 132-142.
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Wiley
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Anatomical Sciences Education
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