Evidence map›Paper›PMID 37501803›Full record

ArticleMedical science educator2023

Exploring the Application of Peer-Assisted Learning in Practical Neuroanatomy Classes: A Cohort Comparison Within a Medical Curriculum.

Calvin D De Louche, Rifat Hassan, Hailey F Laurayne, Papakas Wijeyendram, Octavia R Kurn, James Woodward, Amgad Sbayeh, Samuel Hall, Scott Border

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Medical science educator, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors.

Calvin D De LoucheFaculty of Medicine, University of Southampton, Southampton General Hospital, Southampton, UK.ORCID 0000-0001-6513-119X
Rifat HassanFaculty of Medicine, University of Southampton, Southampton General Hospital, Southampton, UK.
Hailey F LaurayneFaculty of Medicine, University of Southampton, Southampton General Hospital, Southampton, UK.
Papakas WijeyendramFaculty of Medicine, University of Southampton, Southampton General Hospital, Southampton, UK.
Octavia R KurnFaculty of Medicine, University of Southampton, Southampton General Hospital, Southampton, UK.
James WoodwardFaculty of Medicine, University of Southampton, Southampton General Hospital, Southampton, UK.
Amgad SbayehCentre for Learning Anatomical Sciences, Population Sciences and Medical Education, University of Southampton, Southampton General Hospital, Primary Care, Southampton, UK.
Samuel HallCentre for Learning Anatomical Sciences, Population Sciences and Medical Education, University of Southampton, Southampton General Hospital, Primary Care, Southampton, UK.ORCID 0000-0002-7335-6636
Scott BorderCentre for Learning Anatomical Sciences, Population Sciences and Medical Education, University of Southampton, Southampton General Hospital, Primary Care, Southampton, UK.ORCID 0000-0003-0839-8204

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Despite well-documented benefits, the effectiveness of some aspects of near-peer (NP) teaching in medical education within anatomy curricula remains unclear. Here, we explored the impact of various permutations of staff/student laboratory-based co-teaching in neuroanatomy by determining the optimal staff and student teaching combination. We assessed student perceptions and knowledge acquisition using three different co-teaching strategies. Second-year medical students at the University of Southampton were co-taught neuroanatomy by faculty staff and third-year medical students (NP teachers). Three cohorts, 2016/2017, 2017/2018, and 2018/2019, were included in the study. Subsequent cohorts experienced increasingly structured NP teaching with more NP teachers. Students completed evaluations for anatomy sessions, which were statistically compared. The 2017/2018 and 2018/2019 cohorts completed lunchtime quizzes matched to the learning outcomes of each practical session, which were analysed. A focus group involving six students was transcribed and thematically analysed. Anatomy practical ratings were significantly higher when both session structure and NP teacher numbers increased from 3 to 5-6 (

Indexed as

Anatomy educationCo-teachingMedical educationNear-peer teachingNeuroanatomy

Identifiers

PMID37501803
PMCPMC10368605

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

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.