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Presentation Description
Mandy Liu1
Tomasz Cecot2, Jian Yang1, Chia Di Lee2, Guilherme Fonseca2 and Michael Manio2
1 School of Biomedical Sciences, Li Ka Shing Faculty of Medicine, The University of Hong Kong
2 The University of Hong Kong
Tomasz Cecot2, Jian Yang1, Chia Di Lee2, Guilherme Fonseca2 and Michael Manio2
1 School of Biomedical Sciences, Li Ka Shing Faculty of Medicine, The University of Hong Kong
2 The University of Hong Kong
[Background]
Formative assessments with high engagement can improve students' learning experience in dissection classes [1]. With increasing demand for anatomy education and growing class sizes, it is necessary to adopt innovative teaching methods to ensure an effective learning experience for students. One approach is using near-peer teachers (NPTs), who have a similar level of training as the students they instruct. This form of teaching has been shown to have positive effects on both students and NPTs [2].
[Summary of Work]
In this study, we explored the implementation of NPTs to conduct formative assessments in abdomen dissection classes using checklists. A quasi-experimental study was carried out. Teachers and NPTs were randomly assigned to either the experimental group (with checklists) or the control group (without checklists). Data on student performance, NPTs’ competence in formative assessment, and overall satisfaction were collected.
[Preliminary results]
Both students and NPTs expressed positive feedback on the checklist in facilitating effective formative assessment. NPTs using checklists reported higher levels of confidence and satisfaction in their teaching compared to the control group. Post-dissection quiz of four groups will be further analysed.
[Conclusion and discussion]
This study highlights potential benefits of using checklists in near-peer teaching for large cohort dissection classes. NPTs can effectively guide students through formative assessments using the checklist, leading to effective learning experience and overall satisfaction. However, one challenge was the time required for NPTs to familiarize themselves with the checklist and incorporate it effectively into teaching.
[Implications for Further Research]
It would be beneficial to investigate the potential technology-enhanced tools for supporting the implementation of checklists as formative assessment tools in medical education. Future research could also explore the use of checklists in other areas of medical education, as well as investigate long-term impacts of using checklist- based tools on student learning and NPTs’ development.
Formative assessments with high engagement can improve students' learning experience in dissection classes [1]. With increasing demand for anatomy education and growing class sizes, it is necessary to adopt innovative teaching methods to ensure an effective learning experience for students. One approach is using near-peer teachers (NPTs), who have a similar level of training as the students they instruct. This form of teaching has been shown to have positive effects on both students and NPTs [2].
[Summary of Work]
In this study, we explored the implementation of NPTs to conduct formative assessments in abdomen dissection classes using checklists. A quasi-experimental study was carried out. Teachers and NPTs were randomly assigned to either the experimental group (with checklists) or the control group (without checklists). Data on student performance, NPTs’ competence in formative assessment, and overall satisfaction were collected.
[Preliminary results]
Both students and NPTs expressed positive feedback on the checklist in facilitating effective formative assessment. NPTs using checklists reported higher levels of confidence and satisfaction in their teaching compared to the control group. Post-dissection quiz of four groups will be further analysed.
[Conclusion and discussion]
This study highlights potential benefits of using checklists in near-peer teaching for large cohort dissection classes. NPTs can effectively guide students through formative assessments using the checklist, leading to effective learning experience and overall satisfaction. However, one challenge was the time required for NPTs to familiarize themselves with the checklist and incorporate it effectively into teaching.
[Implications for Further Research]
It would be beneficial to investigate the potential technology-enhanced tools for supporting the implementation of checklists as formative assessment tools in medical education. Future research could also explore the use of checklists in other areas of medical education, as well as investigate long-term impacts of using checklist- based tools on student learning and NPTs’ development.
References (maximum three)
1. Evans, D.J.R., Zeun, P. and Stanier, R.A. (2014). Motivating student learning using a formative assessment journey. J. Anat., 224: 296-303.
2. McDaniel, K. G., Brown, T., Radford, C. C., McDermott, C. H., van Houten, T., Katz, M. E. and Hildebrandt, S. (2021). Anatomy as a model environment for acquiring professional
competencies in medicine: Experiences at Harvard Medical School. Anatomical sciences education, 14(2), 241-251.