158 - The Effects of Supplemental Instruction Derived from Peer-leaders on Student Outcomes in Undergraduate Human Anatomy

Poster Board Number: 158
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Parker Holman, MSEd, PhD - Senior Lab Demonstrator, Faculty of Applied Health Sciences, Brock University; Martin Dragan, DHS - Anatomy Lab Supervisor, Faculty of Applied Health Sciences, Brock University; Rebecca MacPherson, PhD - Associate Professor, Faculty of Applied Health Sciences, Brock University; Shawn Beaudette, PhD - Assistant Professor, Faculty of Applied Health Sciences, Brock University

Abstract Body : Recent literature suggests that peer-led learning approaches confer improved student pedagogical experiences. Interactions with peer-leaders may help students feel more confident to seek help when struggling with material, thereby resulting in an improved understanding of content. The beneficial effects of peer-led learning have been reported in studies exploring supplemental instruction (SI) – a form of academic support with optional sessions facilitated by peer-leaders.






Here, we evaluated undergraduate human anatomy students in Ontario, Canada, using mixed-methods to determine whether peer-led SI is feasible for supporting students before completing course assessments (e.g., midterm exam, final exam, etc.). To measure these effects, students were invited to attend structured (peer-assisted) or unstructured (non-peer-assisted) SI sessions and to complete a pre-/post-survey to capture qualitative effects of the program. 58 students across two courses - human systems anatomy (n=39) and human musculoskeletal anatomy (n=19) – attended and completed the sessions and surveys, respectively. We hypothesized students attending SI sessions would have improved achievement outcomes, and clear preferences for SI in their curricular context.









Quantitative findings revealed that students in both courses had positive perceptions of the potential benefit of attending SI sessions. Likewise, students in both courses preferred structured SI. Furthermore, pre- and post-analyses revealed that a significant number of musculoskeletal students felt more prepared to complete graded assessments, whereas, no significant difference in preparedness existed for systems students.









Qualitative findings using generative AI (ChatGPT) revealed similar results among students. Most students in both courses reported positive sentiments in their survey responses with few reporting negative/neutral sentiments. Overall, students enjoyed the freedom to explore available models and the support offered by peer-leaders to assist with their personalized learning experiences.









In our context, undergraduate anatomy students demonstrated a preference for structured SI from support offered by peer-leaders. This may be due to our limited control over the sessions students attended as we could only stagger sessions unpredictably and not advertise the kind being administered. Nevertheless, these findings may benefit anatomy educators exploring various peer-led learning approaches used within their curriculum. Thus, educators may use this investigation as a guide to better support students and ensure that they are receiving comprehensive support when studying anatomy.









Supported by Brock Chancellor’s Chairs for Teaching Excellence to MD, RM, & SM; Brock Match of Minds to NW & MD.