PEER TEACHING
AS A LEARNING TOOL IN THE GROSS ANATOMY COURSE
Ramonita
Correa, Ph.D.*, Anatomy
Department, Yocasta Brugal, M.D., President/Dean, Jorge Pérez, M.D., Anatomy
Department, and Lenyska Valentín, MS II, Second Year Medical Student, San Juan
Bautista School of Medicine, P.O. Box 4968,
Caguas, PUERTO RICO
PURPOSE: Peer teaching is
an important tool in the Gross Anatomy course.
This study evaluates the opinion of medical students in relation to peer
teaching strategies including: understanding of the material; collaboration/cooperation
within groups; adequacy of the group size; active participation of peers in the
groups; case presentations and the role of peers; academic integrity and honor
code as observed by peers; and if this strategy should continue in the Institution.
METHODS: A paper and
pencil questionnaire was used to survey 60 first year medical students about
peer teaching strategies in the Gross Anatomy course. Overall satisfaction was measured using a 4-1
scale, and narrative opinions were gathered.
RESULTS: According to
the questionnaire results; 86% of the students agreed that peer teaching helped
them better understand the material; 92.6% recognized that
collaboration/cooperation among peers was positively promoted; only 52.9%
agreed that 8-9 students per group was adequate; 54.4% agreed that peers
participated actively. In case
presentations 96.5% recognized that peer interaction was important; 85.2%
admitted to observing academic integrity and adherence to the honor code among
peers, and 95.5% of the students recommended the continuation of peer teaching strategy at the Institution.
CONCLUSIONS: It can be
concluded that the peer teaching strategy positively affected the performance
of the medical students; it helped them to better understand the material. The
strategy needs fine tuning with regard to the optimal number of students per
group, so that they can participate actively in the process. The students recommend that the strategy continue
at the