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De Louche CD, Hassan R, Laurayne HF, Wijeyendram P, Kurn OR, Woodward J, Sbayeh A, Hall S, Border S. Exploring the Application of Peer-Assisted Learning in Practical Neuroanatomy Classes: A Cohort Comparison Within a Medical Curriculum. MEDICAL SCIENCE EDUCATOR 2023; 33:687-699. [PMID: 37501803 PMCID: PMC10368605 DOI: 10.1007/s40670-023-01783-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 03/31/2023] [Indexed: 07/29/2023]
Abstract
Despite well-documented benefits, the effectiveness of some aspects of near-peer (NP) teaching in medical education within anatomy curricula remains unclear. Here, we explored the impact of various permutations of staff/student laboratory-based co-teaching in neuroanatomy by determining the optimal staff and student teaching combination. We assessed student perceptions and knowledge acquisition using three different co-teaching strategies. Second-year medical students at the University of Southampton were co-taught neuroanatomy by faculty staff and third-year medical students (NP teachers). Three cohorts, 2016/2017, 2017/2018, and 2018/2019, were included in the study. Subsequent cohorts experienced increasingly structured NP teaching with more NP teachers. Students completed evaluations for anatomy sessions, which were statistically compared. The 2017/2018 and 2018/2019 cohorts completed lunchtime quizzes matched to the learning outcomes of each practical session, which were analysed. A focus group involving six students was transcribed and thematically analysed. Anatomy practical ratings were significantly higher when both session structure and NP teacher numbers increased from 3 to 5-6 (p = 0.0010) and from 3 to 7-8 (p = 0.0020). There were no significant differences in anatomy practical ratings using 5-6 and 7-8 NP teachers (p > 0.9999). There were no significant differences between the knowledge scores of students who experienced 5-6 and 7-8 NP teachers. Themes detailing the benefits of NP teaching and the importance of faculty involvement were identified, demonstrating that students appreciated NP teaching within a co-teaching environment. Therefore, increased NP teaching may augment students' perceptions and knowledge acquisition. In this context, the optimal number of NP teachers may sit between 5 and 8.
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Affiliation(s)
- Calvin D. De Louche
- Faculty of Medicine, University of Southampton, Southampton General Hospital, Southampton, UK
| | - Rifat Hassan
- Faculty of Medicine, University of Southampton, Southampton General Hospital, Southampton, UK
| | - Hailey F. Laurayne
- Faculty of Medicine, University of Southampton, Southampton General Hospital, Southampton, UK
| | - Papakas Wijeyendram
- Faculty of Medicine, University of Southampton, Southampton General Hospital, Southampton, UK
| | - Octavia R. Kurn
- Faculty of Medicine, University of Southampton, Southampton General Hospital, Southampton, UK
| | - James Woodward
- Faculty of Medicine, University of Southampton, Southampton General Hospital, Southampton, UK
| | - Amgad Sbayeh
- Centre for Learning Anatomical Sciences, Population Sciences and Medical Education, University of Southampton, Southampton General Hospital, Primary Care, Southampton, UK
| | - Samuel Hall
- Centre for Learning Anatomical Sciences, Population Sciences and Medical Education, University of Southampton, Southampton General Hospital, Primary Care, Southampton, UK
| | - Scott Border
- Centre for Learning Anatomical Sciences, Population Sciences and Medical Education, University of Southampton, Southampton General Hospital, Primary Care, Southampton, UK
- School of Medicine, Dentistry and Nursing, Thomson Building, University of Glasgow, Glasgow, UK
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Greenwood CR, Terry B, Marquis J, Walker D. Confirming a Performance-Based Instructional Model. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1994.12085740] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Charles R. Greenwood
- Juniper Gardens Children's Project Schiefelbusch Institute for Life Span Studies University of Kansas
| | - Barbara Terry
- Juniper Gardens Children's Project Schiefelbusch Institute for Life Span Studies University of Kansas
| | - Janet Marquis
- Juniper Gardens Children's Project Schiefelbusch Institute for Life Span Studies University of Kansas
| | - Dale Walker
- Juniper Gardens Children's Project Schiefelbusch Institute for Life Span Studies University of Kansas
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Kauffman RA, Wilson DS. Beyond Academic Performance: The Effects of an Evolution-Informed School Environment on Student Performance and Well-being. EVOLUTIONARY PSYCHOLOGY 2016. [DOI: 10.1007/978-3-319-29986-0_13] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
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Abstract
AbstractWe thank the commentators for an extraordinarily diverse and constructive set of comments. Nearly all applaud our goal of sketching a unified science of change, even while raising substantive points that we look forward to addressing in our reply, which we group into the following categories: (1) What counts as evolutionary; (2) Ethical considerations; (3) Complexity; (4) Symbotypes, culture, and the future; (5) What intentional cultural change might look like; (6) An evolving science of cultural change; and (7) Who decides?
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Abstract
Humans possess great capacity for behavioral and cultural change, but our ability to manage change is still limited. This article has two major objectives: first, to sketch a basic science of intentional change centered on evolution; second, to provide examples of intentional behavioral and cultural change from the applied behavioral sciences, which are largely unknown to the basic sciences community. All species have evolved mechanisms of phenotypic plasticity that enable them to respond adaptively to their environments. Some mechanisms of phenotypic plasticity count as evolutionary processes in their own right. The human capacity for symbolic thought provides an inheritance system having the same kind of combinatorial diversity as does genetic recombination and antibody formation. Taking these propositions seriously allows an integration of major traditions within the basic behavioral sciences, such as behaviorism, social constructivism, social psychology, cognitive psychology, and evolutionary psychology, which are often isolated and even conceptualized as opposed to one another. The applied behavioral sciences include well-validated examples of successfully managing behavioral and cultural change at scales ranging from individuals to small groups to large populations. However, these examples are largely unknown beyond their disciplinary boundaries, for lack of a unifying theoretical framework. Viewed from an evolutionary perspective, they are examples of managing evolved mechanisms of phenotypic plasticity, including open-ended processes of variation and selection. Once the many branches of the basic and applied behavioral sciences become conceptually unified, we are closer to a science of intentional change than one might think.
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Affiliation(s)
- David Sloan Wilson
- Departments of Biology and Anthropology,Binghamton University,Binghamton,NY ://evolution.binghamton.edu/dswilson/
| | - Steven C Hayes
- Department of Psychology,University of Nevada,Reno,NV ://stevenchayes.com/
| | - Anthony Biglan
- Oregon Research Institute,Eugene,OR ://promiseneighborhoods.org/about/people.html
| | - Dennis D Embry
- PAXIS Institute,Tucson,AZ ://www.paxis.org/content/DennisBio.aspx
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Fueyo V, Bushell D. USING NUMBER LINE PROCEDURES AND PEER TUTORING TO IMPROVE THE MATHEMATICS COMPUTATION OF LOW-PERFORMING FIRST GRADERS. J Appl Behav Anal 2013. [DOI: 10.1901/jaba.1998.31-417] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Morrison JQ, English SB. Implementation as a Focus of Consultation to Evaluate Academic Tutoring Services in an Urban School District: A Case Study Example. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2012. [DOI: 10.1080/10474412.2012.731292] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Wilson DS, Kauffman RA, Purdy MS. A program for at-risk high school students informed by evolutionary science. PLoS One 2011; 6:e27826. [PMID: 22114703 PMCID: PMC3218050 DOI: 10.1371/journal.pone.0027826] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2011] [Accepted: 10/26/2011] [Indexed: 11/18/2022] Open
Abstract
Improving the academic performance of at-risk high school students has proven difficult, often calling for an extended day, extended school year, and other expensive measures. Here we report the results of a program for at-risk 9th and 10th graders in Binghamton, New York, called the Regents Academy that takes place during the normal school day and year. The design of the program is informed by the evolutionary dynamics of cooperation and learning, in general and for our species as a unique product of biocultural evolution. Not only did the Regents Academy students outperform their comparison group in a randomized control design, but they performed on a par with the average high school student in Binghamton on state-mandated exams. All students can benefit from the social environment provided for at-risk students at the Regents Academy, which is within the reach of most public school districts.
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Affiliation(s)
- David Sloan Wilson
- Department of Biology, Binghamton University, Binghamton, New York, United States of America
- Department of Anthropology, Binghamton University, Binghamton, New York, United States of America
| | - Richard A. Kauffman
- Department of Biology, Binghamton University, Binghamton, New York, United States of America
| | - Miriam S. Purdy
- Regents Academy, Binghamton City School District, Binghamton, New York, United States of America
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Abstract
This paper describes evidence-based kernels, fundamental units of behavioral influence that appear to underlie effective prevention and treatment for children, adults, and families. A kernel is a behavior-influence procedure shown through experimental analysis to affect a specific behavior and that is indivisible in the sense that removing any of its components would render it inert. Existing evidence shows that a variety of kernels can influence behavior in context, and some evidence suggests that frequent use or sufficient use of some kernels may produce longer lasting behavioral shifts. The analysis of kernels could contribute to an empirically based theory of behavioral influence, augment existing prevention or treatment efforts, facilitate the dissemination of effective prevention and treatment practices, clarify the active ingredients in existing interventions, and contribute to efficiently developing interventions that are more effective. Kernels involve one or more of the following mechanisms of behavior influence: reinforcement, altering antecedents, changing verbal relational responding, or changing physiological states directly. The paper describes 52 of these kernels, and details practical, theoretical, and research implications, including calling for a national database of kernels that influence human behavior.
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Rimm-Kaufman SE, Early DM, Cox MJ, Saluja G, Pianta RC, Bradley RH, Payne C. Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2002. [DOI: 10.1016/s0193-3973(02)00128-4] [Citation(s) in RCA: 132] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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