Clinical Anatomy and Surgical Training as an Education Model for Anatomy Near‐Peer Teacher

• Published in: The FASEB journal Vol. 35; no. S1
• Main Authors: Quiroga‐Garza, Alejandro, Zarate‐Garza, Pablo, Guerrero‐Mendivil, Francisco, Muñoz‐Leija, Milton, Salinas‐Alvarez, Yolanda, Martinez‐Garza, Javier, Jacobo‐Baca, Guillermo, Elizondo‐Omaña, Rodrigo, Guzman‐Lopez, Santos
• Format: Journal Article
• Language: English
• Published: The Federation of American Societies for Experimental Biology 01-05-2021
• ISSN: 0892-6638; 1530-6860
• DOI: 10.1096/fasebj.2021.35.S1.04757

Introduction
Near‐peer teacher (NPT)s have become an important element in anatomy teaching. They aid educators’ workload, facilitate information, promoting active discussion, and creating collaborative learning. The Universidad Autonoma de Nuevo Leon, has a 7‐year medical school program, with Human Anatomy as a 19‐week course averaging over 700 students per semester. Breaking down large anatomy groups into 5‐8 student groups is possible with over 60 NPTs enrolled. The anatomy course includes interactive regional anatomy lectures, laboratory sessions (dissection, prosection, and ultrasound), and clinical and imaging case discussions. For NPTs to be effective, they are exposed to continuous education and training.
NPT education teaching program
The NPT training objectives are to provide knowledge and skills. Weekly 2‐hour training sessions with experienced educators prepare them for the upcoming activities.
NPTs are classified within the department as freshmen, sophomore, junior, or senior according to their experience (1‐2, 3‐4, 5‐6, or ≥7 semesters as an NPT). Freshmen participate in the lectures to develop educational and teaching skills. They also increase anatomical knowledge through discussion, repetition, and teaching. They lead lectures with surveillance by educators, and are given constructive feedback. Sophomores and juniors are responsible for the clinical cases and imaging sessions. Clinical cases are reviewed with specialists (usually former NPTs) from different clinical fields, depending on the topic. Radiological studies are reviewed to compare and discuss anatomy and pathological findings. Seniors oversee the prosections and dissections with students and are responsible for teaching basic suturing skills. They are given dissection and suturing courses by specialized surgical personnel (surgeons).
Clinical Anatomy and Surgical Training
NPT participation is voluntary, with considerable intrinsic/extrinsic rewards. Few receive a scholarship or monetary payment for their participation. Knowledge and time are the most valuable payments provided. The following workshops are provided:
Advanced Dissection Skills
Advanced Suturing Skills
Laparoscopic Anatomy
Fundamentals of Ultrasound
Ultrasound‐Guided Central Venous Catheterization
Fundamental Skills of Minimally Invasive Surgery
Laparoscopic Dissection and Suturing
Virtual ArthroscopyDiploma equivalent to 300 hours of continuous education is awarded.
Sense of Belonging
NPT perception surveys have reported high satisfaction and agreed the staff involved in the sessions were experts and motivated them to keep learning. NPTs have a sense of belonging in the anatomy department. When questioned if they aspired to become an anatomy professors at the UANL 76.3% agreed (67.4% as a full‐time professor, 79.5% as a part‐time professor, and 51.1% as a voluntarily invited professor. The percentage significantly decreased when asked regarding teaching in another course/department (56.2%) as well as teaching anatomy for another university (60.4%). Highlighting the sense of belonging.