Peer-Assisted Learning in a Gross Anatomy Dissection Course
Peer-assisted learning encourages students to participate more actively in the dissection process and promotes thoughtful dissection. We implemented peer-assisted dissection in 2012 and compared its effects on students' self-assessments of learning and their academic achievement with those of f...
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| Veröffentlicht in: | PloS one 2015-11, Vol.10 (11), p.e0142988-e0142988 |
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| creator | Han, Eui-Ryoung Chung, Eun-Kyung Nam, Kwang-Il |
| description | Peer-assisted learning encourages students to participate more actively in the dissection process and promotes thoughtful dissection. We implemented peer-assisted dissection in 2012 and compared its effects on students' self-assessments of learning and their academic achievement with those of faculty-led dissection. All subjects performed dissections after a lecture about upper-limb gross anatomy. Experimental group (n = 134) dissected a cadaver while guided by peer tutors who had prepared for the dissection in advance, and control group (n = 71) dissected a cadaver after the introduction by a faculty via prosection. Self-assessment scores regarding the learning objectives related to upper limbs were significantly higher in experimental group than in control group. Additionally, experimental group received significantly higher academic scores than did control group. The students in peer-assisted learning perceived themselves as having a better understanding of course content and achieved better academic results compared with those who participated in faculty-led dissection. Peer-assisted dissection contributed to self-perception and to the ability to retain and explain anatomical knowledge. |
| doi_str_mv | 10.1371/journal.pone.0142988 |
| format | Article |
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We implemented peer-assisted dissection in 2012 and compared its effects on students' self-assessments of learning and their academic achievement with those of faculty-led dissection. All subjects performed dissections after a lecture about upper-limb gross anatomy. Experimental group (n = 134) dissected a cadaver while guided by peer tutors who had prepared for the dissection in advance, and control group (n = 71) dissected a cadaver after the introduction by a faculty via prosection. Self-assessment scores regarding the learning objectives related to upper limbs were significantly higher in experimental group than in control group. Additionally, experimental group received significantly higher academic scores than did control group. The students in peer-assisted learning perceived themselves as having a better understanding of course content and achieved better academic results compared with those who participated in faculty-led dissection. Peer-assisted dissection contributed to self-perception and to the ability to retain and explain anatomical knowledge.</description><identifier>ISSN: 1932-6203</identifier><identifier>EISSN: 1932-6203</identifier><identifier>DOI: 10.1371/journal.pone.0142988</identifier><identifier>PMID: 26565616</identifier><language>eng</language><publisher>United States: Public Library of Science</publisher><subject>Academic achievement ; Adult ; Anatomy ; Anatomy - education ; Cadaver ; Clinical trials ; Comprehension ; Cooperative learning ; Curricula ; Dissection ; Dissection - methods ; Education, Medical, Undergraduate - methods ; Educational Measurement ; Female ; Health education ; Humans ; Interactive learning ; Laboratories ; Learning ; Male ; Medical schools ; Models, Statistical ; Objectives ; Peer Group ; Peer tutoring ; Perception ; Problem based learning ; Self-assessment ; Students ; Students, Medical ; Studies ; Surveys and Questionnaires ; Teaching ; Young Adult</subject><ispartof>PloS one, 2015-11, Vol.10 (11), p.e0142988-e0142988</ispartof><rights>COPYRIGHT 2015 Public Library of Science</rights><rights>2015 Han et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>2015 Han et al 2015 Han et al</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c692t-35ef25c11da35e20b72ee7ef870d033a25ce6d33d488964bebb6bce4bfaba5623</citedby><cites>FETCH-LOGICAL-c692t-35ef25c11da35e20b72ee7ef870d033a25ce6d33d488964bebb6bce4bfaba5623</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC4643929/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC4643929/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,727,780,784,864,885,2102,2928,23866,27924,27925,53791,53793,79600,79601</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/26565616$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Mihlbachler, Matthew C.</contributor><creatorcontrib>Han, Eui-Ryoung</creatorcontrib><creatorcontrib>Chung, Eun-Kyung</creatorcontrib><creatorcontrib>Nam, Kwang-Il</creatorcontrib><title>Peer-Assisted Learning in a Gross Anatomy Dissection Course</title><title>PloS one</title><addtitle>PLoS One</addtitle><description>Peer-assisted learning encourages students to participate more actively in the dissection process and promotes thoughtful dissection. We implemented peer-assisted dissection in 2012 and compared its effects on students' self-assessments of learning and their academic achievement with those of faculty-led dissection. All subjects performed dissections after a lecture about upper-limb gross anatomy. Experimental group (n = 134) dissected a cadaver while guided by peer tutors who had prepared for the dissection in advance, and control group (n = 71) dissected a cadaver after the introduction by a faculty via prosection. Self-assessment scores regarding the learning objectives related to upper limbs were significantly higher in experimental group than in control group. Additionally, experimental group received significantly higher academic scores than did control group. The students in peer-assisted learning perceived themselves as having a better understanding of course content and achieved better academic results compared with those who participated in faculty-led dissection. 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Academic</collection><collection>PubMed Central (Full Participant titles)</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>PloS one</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Han, Eui-Ryoung</au><au>Chung, Eun-Kyung</au><au>Nam, Kwang-Il</au><au>Mihlbachler, Matthew C.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Peer-Assisted Learning in a Gross Anatomy Dissection Course</atitle><jtitle>PloS one</jtitle><addtitle>PLoS One</addtitle><date>2015-11-13</date><risdate>2015</risdate><volume>10</volume><issue>11</issue><spage>e0142988</spage><epage>e0142988</epage><pages>e0142988-e0142988</pages><issn>1932-6203</issn><eissn>1932-6203</eissn><abstract>Peer-assisted learning encourages students to participate more actively in the dissection process and promotes thoughtful dissection. We implemented peer-assisted dissection in 2012 and compared its effects on students' self-assessments of learning and their academic achievement with those of faculty-led dissection. All subjects performed dissections after a lecture about upper-limb gross anatomy. Experimental group (n = 134) dissected a cadaver while guided by peer tutors who had prepared for the dissection in advance, and control group (n = 71) dissected a cadaver after the introduction by a faculty via prosection. Self-assessment scores regarding the learning objectives related to upper limbs were significantly higher in experimental group than in control group. Additionally, experimental group received significantly higher academic scores than did control group. The students in peer-assisted learning perceived themselves as having a better understanding of course content and achieved better academic results compared with those who participated in faculty-led dissection. Peer-assisted dissection contributed to self-perception and to the ability to retain and explain anatomical knowledge.</abstract><cop>United States</cop><pub>Public Library of Science</pub><pmid>26565616</pmid><doi>10.1371/journal.pone.0142988</doi><oa>free_for_read</oa></addata></record> |
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| subjects | Academic achievement Adult Anatomy Anatomy - education Cadaver Clinical trials Comprehension Cooperative learning Curricula Dissection Dissection - methods Education, Medical, Undergraduate - methods Educational Measurement Female Health education Humans Interactive learning Laboratories Learning Male Medical schools Models, Statistical Objectives Peer Group Peer tutoring Perception Problem based learning Self-assessment Students Students, Medical Studies Surveys and Questionnaires Teaching Young Adult |
| title | Peer-Assisted Learning in a Gross Anatomy Dissection Course |
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