Peer-Assisted Learning in a Gross Anatomy Dissection Course.

Han, Eui-Ryoung; Chung, Eun-Kyung; Nam, Kwang-Il

Peer-assisted learning encourages students to participate more actively in the dissection process and promotes thoughtful dissection. We implemented peer-assisted dissection in 2012 and compared its effects on students’ self-assessments of learning and their academic achievement with those of faculty-led dissection. All subjects performed dissections after a lecture about upper-limb gross anatomy. Experimental group (n = 134) dissected a cadaver while guided by peer tutors who had prepared for the dissection in advance, and control group (n = 71) dissected a cadaver after the introduction by a faculty via prosection. Self-assessment scores regarding the learning objectives related to upper limbs were significantly higher in experimental group than in control group. Additionally, experimental group received significantly higher academic scores than did control group. The students in peer-assisted learning perceived themselves as having a better understanding of course content and achieved better academic results compared with those who participated in faculty-led dissection. Peer-assisted dissection contributed to self-perception and to the ability to retain and explain anatomical knowledge.

PEERS; SELF-evaluation; CONTROL groups; ARM; COMPARATIVE studies; ANATOMY

PLoS ONE, 2015, Vol 10, Issue 10, p1

1932-6203

Academic Journal

10.1371/journal.pone.0142988