ArticleAnatomical sciences education2021
Is remote near-peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid-19 pandemic.
Article in Anatomical sciences education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers, 3 of them syntheses that pooled it.
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Who cites it
17 citing papers in PubMed, 3 syntheses or guidelines pooled it, 54 citations in OpenAlex.
- Health worker education during the COVID-19 pandemic: global disruption, responses and lessons for the future-a systematic review and meta-analysis.Human resources for health · 2023Pooled it
- Achievement of learning outcomes in non-traditional (online) versus traditional (face-to-face) anatomy teaching in medical schools: A mixed method systematic review.Clinical anatomy (New York, N.Y.) · 2023Pooled it
- One year of anatomy teaching and learning in the outbreak: Has the Covid-19 pandemic marked the end of a century-old practice? A systematic review.Anatomical sciences education · 2022Pooled it
- Effectiveness comparison between blended learning of histology practical in flipped physical classrooms and flipped virtual classrooms for MBBS students.BMC medical education · 2022Trial
- A Comparative Study of Attitude and Perception of Students to the Online Learning of Anatomy in a Low-Resource Settings During COVID-19.Medical science educator · 2025Article
- Using Disruptive Technologies in the Anatomy Discipline After the COVID-19 Pandemic: A Scoping Review.Medical science educator · 2024Article
- Article
- The Use of Peer Teaching in the Online Clinical PBL: The Medical Students' Perspectives.Advances in medical education and practice · 2024Article
- Online veterinary anatomy education during Covid-19 pandemic in Iran: Challenges and opportunities.Veterinary medicine and science · 2023Article
- Observed Interactions, Challenges, and Opportunities in Student-Led, Web-Based Near-Peer Teaching for Medical Students: Interview Study Among Peer Learners and Peer Teachers.JMIR medical education · 2023Article
- Review
- Medical student exam performance and perceptions of a COVID-19 pandemic-appropriate pre-clerkship medical physiology and pathophysiology curriculum.BMC medical education · 2022Observational
- A comparative study about attitudes towards the efficiency, effectiveness, and atmosphere of offline and online learning among medical students.Annals of translational medicine · 2022Article
- A Multicentre Analysis of Approaches to Learning and Student Experiences of Learning Anatomy Online.Medical science educator · 2022Article
- Learning Outcomes in a Live Virtual versus In-Person Curriculum for Medical and Pharmacy Students.ATS scholar · 2022Article
- Exploring medical students' perception of non-face-to-face theory and face-to-face laboratory classes during COVID-19 pandemic: focusing on anatomy course.Korean journal of medical education · 2022Article
- Is remote near-peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid-19 pandemic.Anatomical sciences education · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In response to the Covid-19 pandemic, medical educators have transformed pre-clerkship anatomy curricula into online formats. The purpose of this study was to evaluate the effectiveness and student perceptions of an online near-peer anatomy curriculum. The classes of 2022 and 2023 completed identical foundational anatomy curricula in-person, whereas the class of 2024 completed an adapted curriculum for remote online learning. Quantitative and qualitative responses were used to compare attitudes between instructional methods. Assessment scores and evaluation survey responses were collected from the classes of 2022 (n = 185), 2023 (n = 184), and 2024 (n = 183). Mean assessment scores (±SD) for the classes of 2022, 2023, and 2024 were 93.64% (±5.86), 93.75% (±4.09), and 92.04% (±4.83), respectively. Post hoc group comparisons showed the class of 2024 scored significantly lower than the two previous classes [2022: (H(1) = 18.58, P < 0.001), 2023: (H(1) = 18.65, P < 0.001)]. Mean survey results concerning curriculum quality were 4.06/5.00 for the class of 2023 and 3.57/5.0 for the class of 2024 (t(365) = 2.67, P = 0.008). Considering a small effect size (η
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.