The Impact of an Undergraduate Anatomy Peer‐Led Teaching Program on the Perceptions and Appraisal of the Anatomy Discipline
Notice bibliographique
Résumé
Anatomy is a foundational prerequisite that is required for a multitude of health‐related careers. However, despite the importance of this subject, anatomy courses are typically offered to students only once or twice during an undergraduate program. To provide undergraduate students with supplementary anatomy‐specific experiences, Anatomy Volunteers (AV) have recently been introduced to the labs at Brock University. An AV is a senior undergraduate anatomy student who has excelled within the course previously and has returned to the program to assist their junior peers. AV assist in peer‐led teaching by delivering didactic talks, facilitating interactive activities, and answering questions about the lab content. For many students, the AV opportunity fosters their first university teaching experience. Working closely with lab instructors provides the opportunity to shape their teaching skills, while perhaps cultivating an interest in anatomy or anatomy‐related professions. Though many students apply for AV with an interest to pursue a profession in healthcare, it is unclear whether their exposure to anatomical education in this fashion may influence their career aspirations, or their perceptions and appraisal of the anatomy discipline. The purpose of this study is to examine the effects of peer‐led teaching on the perceptions and appraisal of the anatomy discipline. Participants were recruited from a pool of 117 students who had previously participated in the Brock University AV Program from 2017‐2020. Participants completed an online Reflection Survey using the Qualtrics platform. The survey analysis examined three categories: learning experience, skillset development, and career aspirations. A combination of quantitative and qualitative analyses will be conducted to explore the impact of the AV program on each of these categories, respectively. Quantitative analysis will be used to report descriptive statistics and investigate associations between participant characteristics (i.e., program of study, number of anatomy courses taken, and duration of involvement in the AV program) and their responses to each category. Qualitative analysis will be used to assess open‐ended survey responses, which will be coded for themes by the research team. These research goals are framed around the hypothesis that involvement in the AV program provides participants with exposure and training for prospective anatomical and teaching‐related disciplines. These findings may provide validation for the role of anatomy volunteers beyond the capacity of helping the teaching staff in the lab. They can also improve the quality of teaching in anatomy in the labs while also redefining the process of anatomical training for a new generation of emerging anatomists.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».