東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A Model for Instructing Medical Stud...

Vaudrey, Kristopher J.,

Linked to FindBook

Google Book

Amazon

博客來

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Model for Instructing Medical Students to Near-Peer Teach // Kristopher J Vaudrey.
Author:	Vaudrey, Kristopher J.,
Description:	1 electronic resource (115 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
Subject:	Education. -
Online resource:	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 /
LDR:03232nmm a22004573i 4500 001 2431905
005 20250624125408.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798382817354
035 $a (MiAaPQD)AAI31142179
035 $a AAI31142179
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Vaudrey, Kristopher J., $e author. $3 3820932
245 1 2 $a A Model for Instructing Medical Students to Near-Peer Teach / $c Kristopher J Vaudrey.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (115 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
500 $a Advisors: Cifuentes, Lauren Committee members: Ford, Bonny; Hernandez, Cecilia; McDougall, Casey; Rutledge, David.
502 $b Ph.D. $c New Mexico State University $d 2024.
520 $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.
546 $a English
590 $a School code: 0143
650 4 $a Education. $3 516579
650 4 $a Instructional design. $3 3172279
650 4 $a Curriculum development. $3 684418
650 4 $a Educational technology. $3 517670
653 $a Principles
653 $a Medical education
653 $a Near-peer teacher instruction
653 $a Near-peer teacher training
653 $a Near-peer teaching
653 $a Ultrasound
690 $a 0515
690 $a 0447
690 $a 0727
690 $a 0710
710 2 $a New Mexico State University. $b Curriculum and Instruction. $e degree granting institution. $3 3820933
720 1 $a Cifuentes, Lauren $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-12A.
790 $a 0143
791 $a Ph.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31142179