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A Model for Instructing Medical Stud...

Vaudrey, Kristopher J.,

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A Model for Instructing Medical Students to Near-Peer Teach /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Model for Instructing Medical Students to Near-Peer Teach // Kristopher J Vaudrey.
作者:	Vaudrey, Kristopher J.,
面頁冊數:	1 electronic resource (115 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31142179
ISBN:	9798382817354

A Model for Instructing Medical Students to Near-Peer Teach /
Vaudrey, Kristopher J.,

A Model for Instructing Medical Students to Near-Peer Teach /Kristopher J Vaudrey. - 1 electronic resource (115 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

This study used a qualitative phenomenological research design to investigate the lived experiences of medical students involved in asynchronous instruction as near-peer teachers for the ultrasound component of the human anatomy lab. Second-year medical students (n = 10) served as near-peer teachers for first-year medical students at a southwestern osteopathic medical school. The intervention was designed using the First Principles of Instruction by David Merrill (2020), which emphasizes five phases to promote learning: (1) engaging learners in real-world problems, (2) activating existing knowledge as a foundation for new knowledge, (3) demonstrating new knowledge to learners, (4) encouraging learners to apply new knowledge, and (5) integrating new knowledge into the learner's world. Data was collected through individual semi-structured interviews and reflective journals. Findings from the study inform instructional design theory through the evaluation and validation of Merrill's FPI in asynchronous instruction of NPTs. Furthermore, the study informs medical education practice by exploring the challenges faced by NPTs, strategies to overcome these challenges, and the perceptions of asynchronous training and best practices in the instruction of NPTs. The study found that asynchronous instruction had a positive impact, but a hybrid model for content delivery could improve NPT instruction. The study has limitations due to the small sample of medical students and the data from interviews being self-reported. Future studies should explore expanding to multiple campuses using longitudinal studies to increase sample size and implementing and evaluating a hybrid instructional model.

English

ISBN: 9798382817354Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Principles

A Model for Instructing Medical Students to Near-Peer Teach /
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