Perceived value of student-led near-peer teaching in anatomy education within a problem-based learning medical curriculum
Problem-based learning (PBL) has become widely adopted in medical education, but its implementation presents challenges, particularly regarding decreased anatomy hours and knowledge acquisition compared to traditional methods. The Faculty of Medicine and Health Sciences Anatomy Club's near-pee...
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| Format: | Article |
| Language: | English |
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Canadian Medical Education Journal
2025-05-01
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| Series: | Canadian Medical Education Journal |
| Online Access: | https://journalhosting.ucalgary.ca/index.php/cmej/article/view/80274 |
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| author | Olivia Serhan Simon Girard Olivier Sylvestre |
| author_facet | Olivia Serhan Simon Girard Olivier Sylvestre |
| author_sort | Olivia Serhan |
| collection | DOAJ |
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Problem-based learning (PBL) has become widely adopted in medical education, but its implementation presents challenges, particularly regarding decreased anatomy hours and knowledge acquisition compared to traditional methods. The Faculty of Medicine and Health Sciences Anatomy Club's near-peer teaching model demonstrates an effective, scalable solution to bridging anatomical knowledge gaps inherent in PBL curricula. By pairing virtual workshops with clinical cases and interactive quizzes, the club enhances medical students' understanding and retention of anatomy while reducing stress. Survey results suggest significant gains in knowledge and engagement, making this approach beneficial for self-directed, PBL-based settings. Institutions aiming to supplement anatomy education in PBL environments may find this model both feasible and valuable.
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| format | Article |
| id | doaj-art-b9d9a3a1ac964f9eaf437d823ff93aba |
| institution | Kabale University |
| issn | 1923-1202 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Canadian Medical Education Journal |
| record_format | Article |
| series | Canadian Medical Education Journal |
| spelling | doaj-art-b9d9a3a1ac964f9eaf437d823ff93aba2025-08-20T03:53:57ZengCanadian Medical Education JournalCanadian Medical Education Journal1923-12022025-05-0110.36834/cmej.80274Perceived value of student-led near-peer teaching in anatomy education within a problem-based learning medical curriculumOlivia Serhan0Simon Girard1https://orcid.org/0009-0006-4753-6592Olivier Sylvestre2https://orcid.org/0009-0008-2921-8069University of SherbrookeUniversity of SherbrookeUniversity of Sherbrooke Problem-based learning (PBL) has become widely adopted in medical education, but its implementation presents challenges, particularly regarding decreased anatomy hours and knowledge acquisition compared to traditional methods. The Faculty of Medicine and Health Sciences Anatomy Club's near-peer teaching model demonstrates an effective, scalable solution to bridging anatomical knowledge gaps inherent in PBL curricula. By pairing virtual workshops with clinical cases and interactive quizzes, the club enhances medical students' understanding and retention of anatomy while reducing stress. Survey results suggest significant gains in knowledge and engagement, making this approach beneficial for self-directed, PBL-based settings. Institutions aiming to supplement anatomy education in PBL environments may find this model both feasible and valuable. https://journalhosting.ucalgary.ca/index.php/cmej/article/view/80274 |
| spellingShingle | Olivia Serhan Simon Girard Olivier Sylvestre Perceived value of student-led near-peer teaching in anatomy education within a problem-based learning medical curriculum Canadian Medical Education Journal |
| title | Perceived value of student-led near-peer teaching in anatomy education within a problem-based learning medical curriculum |
| title_full | Perceived value of student-led near-peer teaching in anatomy education within a problem-based learning medical curriculum |
| title_fullStr | Perceived value of student-led near-peer teaching in anatomy education within a problem-based learning medical curriculum |
| title_full_unstemmed | Perceived value of student-led near-peer teaching in anatomy education within a problem-based learning medical curriculum |
| title_short | Perceived value of student-led near-peer teaching in anatomy education within a problem-based learning medical curriculum |
| title_sort | perceived value of student led near peer teaching in anatomy education within a problem based learning medical curriculum |
| url | https://journalhosting.ucalgary.ca/index.php/cmej/article/view/80274 |
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