164 - Reciprocal Peer-assist Teaching (RPAT) in Team-based Learning Gross Human Anatomy Lab Increases Lab Participation but Not Students’ Learning Experience and Class Assessment Outcome

Poster Board Number: 164
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Chris Lim - Mass General Hospital Institute of Health Professions

Abstract Body : Reciprocal peer-assist teaching (RPAT) is known to be effective in enhancing students’ academic performance and learning experience. Team-based learning, which is a more structured flipped classroom method, is also a method that has been widely used in undergraduate, graduate, medical, and health professions schools. Yet, these teaching techniques are rarely used in the gross human anatomy lab. We first met and led 8 team leaders of a physician assistant (PA) class to identify body structures, describe the relative position of the structure, and related clinical information. These leaders then proceeded to help teach their teammates during the assigned lab sessions. Two senior faculty members also assisted in teaching these lab sessions. Compared to the conventional lab sessions, in which two senior faculty members were teaching without the assistance from team leaders; students, who participated in RPAT in a team-based learning environment, spent significantly more time in the anatomy lab. Interestingly, learning experience and assessment outcome did not increase for non-team leaders. The non-team leaders expressed a dissatisfying learning experience with RPAT, while team leaders expressed positive experiences and scored better on the anatomy practical exams. Our data suggests that the lack of accessibility to their team leaders induced a mediocre learning experience, considering RPAT was implemented to provide more learning opportunities. In comparison to the conventional labs, the overall learning efficiency remained constant. However, with RPAT, the non-team leaders reported lower efficiency in contrast to the team leaders. In general, there is no significant difference in assessment outcome comparing the conventional approach with RPAT, the lab environment was still favorable and the students received sufficient help from senior faculty. In conclusion, RPAT increases time spent in the lab but not the learning experience. Interestingly, RPAT does not significantly affect the assessment outcome of the class. It only increases the assessment outcome of the team leaders but not the remaining students. Our study provides an effective starting framework for successful learning in the anatomy lab. With some minor adjustments, RPAT could enhance not only lab participation, but learning experience, efficiency and assessment outcome.