Introduction: Three common instructional strategies used to teach gross anatomy are lecture, discovery or inquiry-based learning, and cooperative learning. By assuming the responsibility of teaching their peers, students not only improve their understanding of course content, but also develop communication skills, teamwork, leadership, confidence and respect for peers that are vital to developing professionalism early in their medical careers. International interest in peer-teaching and peer-assisted learning (PAL) during undergraduate medical programs has grown in recent years, reflected both in literature and in practice. There, remains however, a distinct lack of objective clarity and consensus on the true effectiveness of peer-teaching and its short- and long-term impacts on learning outcomes and clinical practice.
Objective: The goal of the present study is to describe the design and implementation of near-peer teaching in an anatomy course and to evaluate students' perceptions of the program.
Materials & methods: 50 students of 1st year MBBS, department of anatomy, Vydehi institute of medical science & Research Centre, were chosen for study and one of them will be selected as peer assisted teacher to teach their peer group on selected topics priorly discussed by the faculty during dissection hall. At the end of the study, feedbacks were taken for both teacher teaching & of peer teaching study by questionnaires’.
Results & conclusion: The students recognized the merits of the peer assisted teaching & the faculty teaching exceeded peer assisted teaching by 42 %. Results also suggest that there are potential learning benefits are more than the disadvantages like improved study habits, better attitudes toward anatomy, more independent study etc.
peer-teaching, peer-assisted learning, near-peer teaching, medical student, Medical school.