Peer-Based Anatomy Tutoring for First-Year Medical Students: an Analysis of Peer-Tutoring from the Tutors’ Perspective

被引：0

作者：

Harrison D. ^{[1
]}

Lentz J. ^{[2
]}

Schmalz N. ^{[3
]}

Escovedo C. ^{[2
]}

Stark E. ^{[2
]}

机构：

[1] Children’s Hospital Los Angeles, Keck School of Medicine of University of Southern California, Los Angeles, CA

[2] David Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA

[3] Indiana University School of Medicine, Indianapolis, IN

来源：

Medical Science Educator | 2017年 / 27卷 / 1期

关键词：

Anatomy lab; Peer tutoring; Preclinical curriculum;

D O I：

10.1007/s40670-016-0361-5

中图分类号：

学科分类号：

摘要：

Introduction: In response to student demand for additional anatomy lab instructional time outside of typical teaching hours, a peer-based anatomy tutoring program was implemented at the David Geffen School of Medicine at UCLA. Peer tutoring is a well-studied form of supplemental instruction, and is known to benefit students and tutors alike. This study aims to address the effect of tutoring on the tutors themselves, specifically in the context of the gross anatomy laboratory. Methods: A one-time 12-question survey was distributed to all students who acted as tutors over a three-year period (n = 57), asking them to reflect on their experiences as tutors. Specifically, we aimed to address their thoughts on their career plans and academic achievement as they relate to their experience as tutors, as well as their opinions on effective tutoring techniques. Results: Based on a 100% response rate, 85.7% of tutors reported being “very interested” in incorporating a teaching component to their career, and 73.7% of respondents reported that their experience tutoring influenced this plan. In contrast to an expectation that tutors would skew their residency choices toward anatomy-focused specialties, the distribution of tutors’ anticipated specialty choices actually reflected the overall distribution of the class. The tutors believed their experience tutoring improved their academic and clinical performance. The overwhelming majority reported believing that their experience as a tutor improved their USMLE Step 1 score (90.2%, n = 46). Sixty-one percent (n = 31) reported feeling that the experience as a tutor helped with their clerkship evaluations. Finally, the most effective tutoring techniques were quizzing the students directly and using the tutors’ own notes and study materials from the prior year. Discussion: This study supports the finding that tutoring provides a significant beneficial effect on the tutors based on their own perceptions, and further studies obtaining quantitative data on academic achievement and clinical performance of the tutors will be beneficial. © 2016, International Association of Medical Science Educators.

引用

页码：57 / 61

页数：4

共 13 条

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[12]

Sobral D.T., Cross-year peer tutoring experience in a medical school: conditions and outcomes for student tutors, Med Educ, 36, 11, pp. 1064-1070, (2002)

[13]

Buckley S., Zamora J., Effects of participation in a cross year peer tutoring programme in clinical examination skills on volunteer tutors’ skills and attitudes towards teachers and teaching, BMC Med Educ, 7, (2007)

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