ArticleCanadian medical education journal2025
Perceived value of student-led near-peer teaching in anatomy education within a problem-based learning medical curriculum.
Article in Canadian medical education journal, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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.
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.
Who cites it
2 citing papers in PubMed.
- Authorship in medical education.Canadian medical education journal · 2025Article
- The CMEJ profile: a strong contribution to health professions education in Canada and around the world.Canadian medical education journal · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Problem-based learning (PBL) has become widely adopted in medical education, but its implementation presents challenges, particularly regarding decreased anatomy hours and knowledge acquisition compared to traditional methods. The Faculty of Medicine and Health Sciences Anatomy Club's near-peer teaching model demonstrates an effective, scalable solution to bridging anatomical knowledge gaps inherent in PBL curricula. By pairing virtual workshops with clinical cases and interactive quizzes, the club enhances medical students' understanding and retention of anatomy while reducing stress. Survey results suggest significant gains in knowledge and engagement, making this approach beneficial for self-directed, PBL-based settings. Institutions aiming to supplement anatomy education in PBL environments may find this model both feasible and valuable.
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What OpenQuestion holds
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.