Effect of didactically qualified student tutors on their tutees’ academic performance and tutor evaluation in the gross anatomy course

Peer teaching is widely applied in medical education, anatomists having a notably long tradition in cooperating with student tutors in the dissection course. At Ulm University we established an intensified concomitant didactic training program for student tutors and investigated possible effects on...

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Bibliographic Details
Published in:Annals of anatomy 2016-11, Vol.208, p.170-178
Main Authors: Horneffer, A., Fassnacht, U., Oechsner, W., Huber-Lang, M., Boeckers, T.M., Boeckers, A.
Format: Article
Language:English
Subjects:
Anatomy - education
Curriculum
Dissection - education
Education, Medical, Undergraduate - statistics & numerical data
Educational Measurement - statistics & numerical data
Evaluation
Examination results
Female
Gross anatomy
Humans
Male
Medical education
Near-peer teacher
Peer-assisted learning
Students, Medical - statistics & numerical data
Teacher Training - statistics & numerical data
Teaching
Teaching competence
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Summary:Peer teaching is widely applied in medical education, anatomists having a notably long tradition in cooperating with student tutors in the dissection course. At Ulm University we established an intensified concomitant didactic training program for student tutors and investigated possible effects on their tutees’ academic performance and tutor evaluation. In winter semester 2012/13 all student tutors of the dissection course were invited to participate in the “Train-the-Tutor” educational program.11Horneffer, A., Fassnacht, U., Oechsner, W., Boeckers, A. 2013. Vom Lernenden zum Lehrenden: Das Ulmer Programm “Train the Tutor”. Vortrag auf der Jahrestagung der GMA in Graz 26.-28.09.2013, German Medical Science GMS Publishing House. DocV07_03. DOI: 10.3205/13gma189, URN: urn:nbn:de:0183-13gma1897. Test results and failure rates of 149 tutees who had been supervised by program participants (n=14) and 136 tutees of not participating tutors (n=13) were analyzed, as well as data on tutor evaluation and learning behavior of 235 (82%) of these tutees. Overall, both groups of tutees showed equal learning behavior and evaluated their tutors’ performances similarly. However, tutees of program participants consistently obtained better examination results (median: 1.9 versus 2.2 in overall scores) and lower ultimate failure rates (13.4 versus 17.6% of students failed, respectively). An intensified didactic training program for student tutors may help their tutees to pass the gross anatomy course. Additional studies are necessary to objectify and further investigate this effect in order to optimize the concept regarding time expenditure and costs.
ISSN:0940-9602
1618-0402
DOI:10.1016/j.aanat.2016.05.008