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Students helping students: Evaluating a pilot program of peer teaching for an undergraduate course in human anatomy

机译：学生帮助学生：评估人体解剖学本科课程的同伴教学试点计划

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The educational literature generally suggests that supplemental instruction (SI) is effective in improving academic performance in traditionally difficult courses. A pilot program of peer teaching based on the SI model was implemented for an undergraduate course in human anatomy. Students in the course were stratified into three groups based on the number of peer teaching sessions they attended: nonattendees (0 sessions), infrequently attended (1‐3 sessions), and frequently attended (≥ 4 sessions). After controlling for academic preparedness [i.e., admission grade point average (AGPA)] using an analysis of covariance, the final grades of frequent attendees were significantly higher than those of nonattendees (P = 0.025) and infrequent attendees (P = 0.015). A multiple regression analysis was performed to estimate the relative independent contribution of several variables in predicting the final grade. The results suggest that frequent attendance (β = 0.245, P = 0.007) and AGPA (β = 0.555, P < 0.001) were significant positive predictors, while being a first‐year student (β = −0.217, P = 0.006) was a significant negative predictor. Collectively, these results suggest that attending a certain number of sessions may be required to gain a noticeable benefit from the program, and that first‐year students (particularly those with a lower level of academic preparedness) would likely stand to benefit from maximally using the program. End‐of‐semester surveys and reports indicate that the program had several additional benefits, both to the students taking the course and to the students who served as program leaders. Anat Sci Educ 9: 132–142. © 2015 The Authors. Anatomical Sciences Education published by Wiley Periodicals Inc. on behalf of the American Association of Anatomists.
机译：教育文献通常认为，补充教学（SI）可有效提高传统难度课程的学习成绩。基于SI模型的同伴教学的试点计划已在人体解剖学本科课程中实施。根据参加课程的同伴教学次数将课程学生分为三类：无人参加（0次），不参加（1-3次）和经常参加（≥4次）。在使用协方差分析控制学术准备[即入学平均绩点（AGPA）]之后，经常参加者的最终成绩显着高于未参加者（P = 0.025）和不经常参加者（P = 0.015）。进行了多元回归分析，以估计几个变量在预测最终成绩方面的相对独立贡献。结果表明，频繁出勤（β= 0.245，P = 0.007）和AGPA（β= 0.555，P <0.001）是显着的阳性预测指标，而作为一年级学生（β= −0.217，P = 0.006）则是一个很好的预测指标。显着的阴性预测因子。总的来说，这些结果表明，可能需要参加一定数量的课程才能从该计划中获得显着的收益，并且一年级学生（尤其是那些学术准备水平较低的学生）可能会从最大程度地使用课程中受益。程序。学期末的调查和报告表明，该课程对参加课程的学生和担任课程负责人的学生都有其他好处。 Ana Sci Educ 9：132-142。 ©2015作者。 Wiley Periodicals Inc.代表美国解剖学家协会出版的《解剖科学教育》。

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