Analysis of gross anatomy laboratory performance using a student dissection presentation teaching method

Background: Maximizing the efficiency of both student and faculty, class contact time has traditionally presented a major problem in the teaching of the laboratory portion of medical gross anatomy. Purpose: We wished to determine the effectiveness of a reciprocal peer teaching method for the laboratory portion of medical gross anatomy by comparing test scores of students who actually dissected to those who received the relevant information from their peers. Methods: This study was performed on 175first-year medical students entering the University of Iowa College of Medicine in 1995 Performance on the gross anatomy practical exams was compared between two groups of students: Those who learned the specific subject matter by actual dissection and demonstration to other students and those who were the recipients of the demonstrated material presented by their peers. Results: The students who did not actually dissect the specific items covered on the lab practical, but rather had these structures presented to them by students who did the dissection, performed at a level nor significantly different from each other in 135 questions of the total 150 questions in the laboratory portion of the course. Of the 15 remaining test items, the students who dissected did better on 9 of the items and the nondissecting students on the remaining 6. Conclusion: The laboratory paradigm of rotating student dissection and peer teaching is an effective method of learning gross anatomy for Ist-year medical students. Copyright 1998 by Lawrence Erlbaum Associates. Inc.