Virtual peer teaching in the anatomy lab

Peer teaching is a powerful educational tool utilized in medical school
curricula. Previously, first-year medical students taught their peers
about the gross anatomical structures they had dissected in the anatomy
lab. While this strategy provided an opportunity for students to learn
from one another, there were unintended outcomes including difficulty
engaging all students in the exercise. In light of these observations,
along with the need to limit student numbers in the lab as a result of the
COVID-19 pandemic, a strategy was developed in which students could
conduct their anatomy peer teaching in a virtual environment. The goal was
to establish an effective and efficient means for students to teach and
learn from one another in a virtual setting. Here, students, working in
groups of 4 members, were tasked with the following: 1) Find and label 4-5
assigned structures on cadaver-based images; 2) Provide a rationale for
labeling; 3) Discuss something relevant about the structure; 4) Prepare a
5-minute video presentation of steps 1-3; and 5) Review and provide
meaningful feedback on another group’s video presentation. While students
performed well on these assignments, feedback from students indicated
several drawbacks such as excess time editing their videos, concerns about
the validity of the information provided by their peers, and the timing of
peer teaching to be non-conducive to learning. Although the students
viewed the virtual peer teaching negatively, we were successful in
developing a platform in which students participated more equally in peer
teaching. Recommendations to those considering this platform include
careful consideration of the timing of peer teaching activities and
faculty feedback as well as the technology used.