Near-peer Teaching in Histology Laboratory

Authors

  • María de los Ángeles Cambrón-Carmona Department of Morphological Sciences, Section of Histology, Faculty of Medicine and Nursing, University of Córdoba, Córdoba, Spain.
  • Carmen Natalia Tallón de Lara Department of Morphological Sciences, Section of Histology, Faculty of Medicine and Nursing, University of Córdoba, Córdoba, Spain.
  • Ignacio Ruz Caracuel Department of Morphological Sciences, Section of Histology, Faculty of Medicine and Nursing, University of Córdoba, Córdoba, Spain
  • Fernando Leiva Cepas Department of Morphological Sciences, Section of Histology, Faculty of Medicine and Nursing, University of Córdoba, Córdoba, Spain.
  • Rubén Giovanetti González Department of Morphological Sciences, Section of Histology, Faculty of Medicine and Nursing, University of Córdoba, Córdoba, Spain.
  • Soledad Zurita Lozano Department of Morphological Sciences, Section of Histology, Faculty of Medicine and Nursing, University of Córdoba, Córdoba, Spain.
  • Juan Cámara Pérez Department of Morphological Sciences, Section of Histology, Faculty of Medicine and Nursing, University of Córdoba, Córdoba, Spain.
  • Julia Casado Ruiz Department of Morphological Sciences, Section of Histology, Faculty of Medicine and Nursing, University of Córdoba, Córdoba, Spain.
  • José Peña Department of Morphological Sciences, Section of Histology, Faculty of Medicine and Nursing, University of Córdoba, Córdoba, Spain.

DOI:

https://doi.org/10.5195/ijms.2016.144

Keywords:

Histology, Laboratories, Education, Medical, Undergraduate

Abstract

Background: Near-peer teaching is an educational method based on being taught by one or more students who are more advanced in one specific area of the same curriculum. The aim of this study was to analyze outcomes and medical students’ reactions to near-peer teaching in Histology Laboratory session.

Methods: Histology Laboratory session was firstly designed as a practical session driven by academic staff, while in our new approach was driven by Histology intern students, which are upper year students in Medicine curriculum. Our near-peer teaching was evaluated using a multiple choice test when half of students had attended the session, the results of which were compared with those from traditional teaching. A reaction evaluation survey was also administered at the end of the course.

Results: Multiple choice test results did not showed statistical differences between near-peer and traditional teaching strategies. Results from the reaction evaluation were mostly positive, especially with regard to feeling comfortable in the session taught by intern students and how intern students managed to transmit the information properly.

Conclusion: Near-peer teaching in Histology Laboratory practical session is an effective alternative teaching method, with outcomes equivalent to traditional design, and highly valued by undergraduate medical students

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Author Biographies

María de los Ángeles Cambrón-Carmona, Department of Morphological Sciences, Section of Histology, Faculty of Medicine and Nursing, University of Córdoba, Córdoba, Spain.

María de los Ángeles is a fifth-year medical student at University of Córdoba of a six-year program. She has been a Histology intern student for three years.

Carmen Natalia Tallón de Lara, Department of Morphological Sciences, Section of Histology, Faculty of Medicine and Nursing, University of Córdoba, Córdoba, Spain.

 María de los Ángeles is a fifth-year medical student at University of Córdoba of a six-year program. She has been a Histology intern student for three years.

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Published

2016-04-30

How to Cite

Cambrón-Carmona, M. de los Ángeles, Tallón de Lara, C. N., Ruz Caracuel, I., Leiva Cepas, F., González, R. G., Zurita Lozano, S., Cámara Pérez, J., Casado Ruiz, J., & Peña, J. (2016). Near-peer Teaching in Histology Laboratory. International Journal of Medical Students, 4(1), 14–18. https://doi.org/10.5195/ijms.2016.144

Issue

Vol. 4 No. 1 (2016)

Section

Original Article

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