The Experts below are selected from a list of 56568 Experts worldwide ranked by ideXlab platform
Jaime L. Petro - One of the best experts on this subject based on the ideXlab platform.
-
Peer Teaching among physical therapy students during human gross anatomy: Perceptions of Peer teachers and students
Anatomical sciences education, 2008Co-Authors: James W. Youdas, Brianna L. Hoffarth, Scott R. Kohlwey, Christine M. Kramer, Jaime L. PetroAbstract:Despite nearly 200 accredited entry-level physical therapist education programs in the United States that culminate in a doctoral degree, only a paucity of reports have been published regarding the efficacy of Peer Teaching in gross anatomy. No one has described the usefulness of Peer Teaching from the viewpoint of the Peer teacher. An organized Peer Teaching method provided by four second-year doctors of physical therapy (DPT) students in a semester course in gross anatomy had a positive impact on the academic performance in gross anatomy of first-year DPT students. The unique feature of the weekly Peer Teaching sessions was a packet assembled by the second-year Peer teachers, which contained diagrams, fill-in-the blank questions, and helpful mnemonic devices. This study surveyed perceptions of first-year DPT students in response to a Peer Teaching method, using a structured 10-item questionnaire and a five-point Likert scale. Second-year DPT Peer teachers provided written reflections about the benefits and challenges of serving as a Peer teacher. Results revealed that 13 planned Peer-Teaching experiences provided by four second-year DPT students were valuable and promoted a firm understanding of anatomical relationships important for the clinical competence of physical therapist students. Moreover, Peer teachers acknowledged acquiring clinically desirable Teaching, academic, organizational, and time management skills from the experience. As a result, physical therapist educators may wish to consider this model of Peer Teaching to augment their Teaching strategies for a class in gross human anatomy. Anat Sci Ed 1:199–206, 2008. © 2008 American Association of Anatomists.
Santos Guzman Lopez - One of the best experts on this subject based on the ideXlab platform.
-
near Peer Teaching in an anatomy course with a low faculty to student ratio
Anatomical Sciences Education, 2012Co-Authors: Claudia Elisa Pamanes Duran, Eduardo Navarro Bahena, Maria De Los Angeles Garcia Rodriguez, Guillermo Jacobo Baca, Antonio Sanchez Uresti, Rodrigo Enrique Elizondoomana, Santos Guzman LopezAbstract:Near-Peer Teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. 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. A total of 700 students were registered for this anatomy course which employed near-Peer instructors. Of enrolled students, 558 (79.7%) agreed to participate in this study. In general, the practical section (e.g., the clinical hour, image-based anatomy session, and gross anatomy laboratory) of the course was viewed more favorably compared to the theory section (54.8%, n = 306), with dissection and prosection in the laboratory rated as the most valued experiences (34.9%, n = 195). Near-Peer Teaching is a viable option that satisfies the demands of modern curricula using small groups. This format stimulates learning within courses that have large numbers of students and low faculty-to-student ratios.
-
Near‐Peer Teaching in an anatomy course with a low faculty‐to‐student ratio
Anatomical sciences education, 2012Co-Authors: Claudia Elisa Pamanes Duran, Eduardo Navarro Bahena, Maria De Los Angeles Garcia Rodriguez, Guillermo Jacobo Baca, Antonio Sanchez Uresti, Rodrigo Enrique Elizondo-omaña, Santos Guzman LopezAbstract:Near-Peer Teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. 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. A total of 700 students were registered for this anatomy course which employed near-Peer instructors. Of enrolled students, 558 (79.7%) agreed to participate in this study. In general, the practical section (e.g., the clinical hour, image-based anatomy session, and gross anatomy laboratory) of the course was viewed more favorably compared to the theory section (54.8%, n = 306), with dissection and prosection in the laboratory rated as the most valued experiences (34.9%, n = 195). Near-Peer Teaching is a viable option that satisfies the demands of modern curricula using small groups. This format stimulates learning within courses that have large numbers of students and low faculty-to-student ratios. Anat Sci Educ. © 2012 American Association of Anatomists.
James W. Youdas - One of the best experts on this subject based on the ideXlab platform.
-
Peer Teaching among physical therapy students during human gross anatomy: Perceptions of Peer teachers and students
Anatomical sciences education, 2008Co-Authors: James W. Youdas, Brianna L. Hoffarth, Scott R. Kohlwey, Christine M. Kramer, Jaime L. PetroAbstract:Despite nearly 200 accredited entry-level physical therapist education programs in the United States that culminate in a doctoral degree, only a paucity of reports have been published regarding the efficacy of Peer Teaching in gross anatomy. No one has described the usefulness of Peer Teaching from the viewpoint of the Peer teacher. An organized Peer Teaching method provided by four second-year doctors of physical therapy (DPT) students in a semester course in gross anatomy had a positive impact on the academic performance in gross anatomy of first-year DPT students. The unique feature of the weekly Peer Teaching sessions was a packet assembled by the second-year Peer teachers, which contained diagrams, fill-in-the blank questions, and helpful mnemonic devices. This study surveyed perceptions of first-year DPT students in response to a Peer Teaching method, using a structured 10-item questionnaire and a five-point Likert scale. Second-year DPT Peer teachers provided written reflections about the benefits and challenges of serving as a Peer teacher. Results revealed that 13 planned Peer-Teaching experiences provided by four second-year DPT students were valuable and promoted a firm understanding of anatomical relationships important for the clinical competence of physical therapist students. Moreover, Peer teachers acknowledged acquiring clinically desirable Teaching, academic, organizational, and time management skills from the experience. As a result, physical therapist educators may wish to consider this model of Peer Teaching to augment their Teaching strategies for a class in gross human anatomy. Anat Sci Ed 1:199–206, 2008. © 2008 American Association of Anatomists.
Claudia Elisa Pamanes Duran - One of the best experts on this subject based on the ideXlab platform.
-
near Peer Teaching in an anatomy course with a low faculty to student ratio
Anatomical Sciences Education, 2012Co-Authors: Claudia Elisa Pamanes Duran, Eduardo Navarro Bahena, Maria De Los Angeles Garcia Rodriguez, Guillermo Jacobo Baca, Antonio Sanchez Uresti, Rodrigo Enrique Elizondoomana, Santos Guzman LopezAbstract:Near-Peer Teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. 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. A total of 700 students were registered for this anatomy course which employed near-Peer instructors. Of enrolled students, 558 (79.7%) agreed to participate in this study. In general, the practical section (e.g., the clinical hour, image-based anatomy session, and gross anatomy laboratory) of the course was viewed more favorably compared to the theory section (54.8%, n = 306), with dissection and prosection in the laboratory rated as the most valued experiences (34.9%, n = 195). Near-Peer Teaching is a viable option that satisfies the demands of modern curricula using small groups. This format stimulates learning within courses that have large numbers of students and low faculty-to-student ratios.
-
Near‐Peer Teaching in an anatomy course with a low faculty‐to‐student ratio
Anatomical sciences education, 2012Co-Authors: Claudia Elisa Pamanes Duran, Eduardo Navarro Bahena, Maria De Los Angeles Garcia Rodriguez, Guillermo Jacobo Baca, Antonio Sanchez Uresti, Rodrigo Enrique Elizondo-omaña, Santos Guzman LopezAbstract:Near-Peer Teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. 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. A total of 700 students were registered for this anatomy course which employed near-Peer instructors. Of enrolled students, 558 (79.7%) agreed to participate in this study. In general, the practical section (e.g., the clinical hour, image-based anatomy session, and gross anatomy laboratory) of the course was viewed more favorably compared to the theory section (54.8%, n = 306), with dissection and prosection in the laboratory rated as the most valued experiences (34.9%, n = 195). Near-Peer Teaching is a viable option that satisfies the demands of modern curricula using small groups. This format stimulates learning within courses that have large numbers of students and low faculty-to-student ratios. Anat Sci Educ. © 2012 American Association of Anatomists.
Claudio Andre Barbosa De Lira - One of the best experts on this subject based on the ideXlab platform.
-
Improving Academic Performance of Sport and Exercise Science Undergraduate Students in Gross Anatomy Using a Near-Peer Teaching Program.
Anatomical sciences education, 2018Co-Authors: Ricardo B. Viana, Mário Hebling Campos, Douglas De Assis Teles Santos, Isabela Cristina Maioni Xavier, Rodrigo Luiz Vancini, Marília Dos Santos Andrade, Claudio Andre Barbosa De LiraAbstract:Peer and near-Peer Teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-Peer Teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-Peer Teaching program, and students in the other group attended no sessions. The final grade (range 0-100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-Peer Teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-Peer Teaching program, there were no significant differences between the groups (students who attended or did not attend the near-Peer Teaching program). A significant positive association was found between near-Peer Teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-Peer Teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-Peer Teaching program attendance. These results highlight the effectiveness of a near-Peer Teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ. © 2018 American Association of Anatomists.
