Does a combined technical and didactical training program improve the acceptance of student tutors in the dissection course? A prospective controlled randomized study

Student tutors in the dissection course are expected to meet high demands on their job. We developed a combined technical and didactical training on the basis of literature review and needs assessment. The three-week training program comprised dissection as well as presentation techniques, group dyn...

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Vydáno v:	Annals of anatomy Ročník 192; číslo 6; s. 361 - 365
Hlavní autoři:	Shiozawa, Thomas, Hirt, Bernhard, Celebi, Nora, Werner, Anne, Weyrich, Peter, Lammerding-Koeppel, Maria
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Germany Elsevier GmbH 20.12.2010
Témata:	Adult Anatomy Anatomy - education Curriculum - standards Dissection - education Educational Measurement - methods Evaluation Faculty - standards Female Germany Humans Male Mentors - education Peer Group Peer teaching Professional Competence Program Evaluation - methods Self-Assessment Single-Blind Method Students, Medical Surveys and Questionnaires Tutor training Young Adult Germany Evaluation Anatomy Tutor training Peer teaching
ISSN:	0940-9602, 1618-0402, 1618-0402
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Abstract	Student tutors in the dissection course are expected to meet high demands on their job. We developed a combined technical and didactical training on the basis of literature review and needs assessment. The three-week training program comprised dissection as well as presentation techniques, group dynamics and activating teaching methods. A randomized, controlled, single-blind study was set up to test whether there is a difference between the tutee's perception of the tutor competences, comparing trained and untrained tutors. A total of 10 trained and 10 untrained tutors (control group) were enlisted in the study. The acceptance of the training program was measured with a questionnaire (11 items, 5-point Likert scale) where the tutees rated the competences of the tutors. The tutees were assigned randomly to their tutor and blinded to his/her training. The tutees assessed the trained tutors better in all categories compared to the untrained tutors. A significantly better score ( p < 0.05) was stated for the categories “conveying basic dissection techniques” (4.31 ± 0.86 vs. 3.89 ± 1.05), “positive group atmosphere” (4.69 ± 0.73 vs. 4.44 ± 0.88), “learning support” (4.24 ± 1.03 vs. 3.79 ± 1.16) and “visualisation” (3.99 ± 1.11 vs. 3.56 ± 1.17). In self-assessment, the trained tutors rated themselves significantly better after the training compared to before in all categories. The specific training curriculum for tutors in the dissection course, focusing on the improvement of content knowledge, technical and didactical competencies, is well accepted by the tutees and tutors.
AbstractList	Student tutors in the dissection course are expected to meet high demands on their job. We developed a combined technical and didactical training on the basis of literature review and needs assessment. The three-week training program comprised dissection as well as presentation techniques, group dynamics and activating teaching methods. A randomized, controlled, single-blind study was set up to test whether there is a difference between the tutee's perception of the tutor competences, comparing trained and untrained tutors. A total of 10 trained and 10 untrained tutors (control group) were enlisted in the study. The acceptance of the training program was measured with a questionnaire (11 items, 5-point Likert scale) where the tutees rated the competences of the tutors. The tutees were assigned randomly to their tutor and blinded to his/her training. The tutees assessed the trained tutors better in all categories compared to the untrained tutors. A significantly better score ( p < 0.05) was stated for the categories “conveying basic dissection techniques” (4.31 ± 0.86 vs. 3.89 ± 1.05), “positive group atmosphere” (4.69 ± 0.73 vs. 4.44 ± 0.88), “learning support” (4.24 ± 1.03 vs. 3.79 ± 1.16) and “visualisation” (3.99 ± 1.11 vs. 3.56 ± 1.17). In self-assessment, the trained tutors rated themselves significantly better after the training compared to before in all categories. The specific training curriculum for tutors in the dissection course, focusing on the improvement of content knowledge, technical and didactical competencies, is well accepted by the tutees and tutors. student tutors in the dissection course are expected to meet high demands on their job. We developed a combined technical and didactical training on the basis of literature review and needs assessment. The three-week training program comprised dissection as well as presentation techniques, group dynamics and activating teaching methods. A randomized, controlled, single-blind study was set up to test whether there is a difference between the tutee's perception of the tutor competences, comparing trained and untrained tutors.BACKGROUNDstudent tutors in the dissection course are expected to meet high demands on their job. We developed a combined technical and didactical training on the basis of literature review and needs assessment. The three-week training program comprised dissection as well as presentation techniques, group dynamics and activating teaching methods. A randomized, controlled, single-blind study was set up to test whether there is a difference between the tutee's perception of the tutor competences, comparing trained and untrained tutors.a total of 10 trained and 10 untrained tutors (control group) were enlisted in the study. The acceptance of the training program was measured with a questionnaire (11 items, 5-point Likert scale) where the tutees rated the competences of the tutors. The tutees were assigned randomly to their tutor and blinded to his/her training.METHODSa total of 10 trained and 10 untrained tutors (control group) were enlisted in the study. The acceptance of the training program was measured with a questionnaire (11 items, 5-point Likert scale) where the tutees rated the competences of the tutors. The tutees were assigned randomly to their tutor and blinded to his/her training.the tutees assessed the trained tutors better in all categories compared to the untrained tutors. A significantly better score (p<0.05) was stated for the categories "conveying basic dissection techniques" (4.31 ± 0.86 vs. 3.89 ± 1.05), "positive group atmosphere" (4.69 ± 0.73 vs. 4.44 ± 0.88), "learning support" (4.24 ± 1.03 vs. 3.79 ± 1.16) and "visualisation" (3.99 ± 1.11 vs. 3.56 ± 1.17). In self-assessment, the trained tutors rated themselves significantly better after the training compared to before in all categories.RESULTSthe tutees assessed the trained tutors better in all categories compared to the untrained tutors. A significantly better score (p<0.05) was stated for the categories "conveying basic dissection techniques" (4.31 ± 0.86 vs. 3.89 ± 1.05), "positive group atmosphere" (4.69 ± 0.73 vs. 4.44 ± 0.88), "learning support" (4.24 ± 1.03 vs. 3.79 ± 1.16) and "visualisation" (3.99 ± 1.11 vs. 3.56 ± 1.17). In self-assessment, the trained tutors rated themselves significantly better after the training compared to before in all categories.The specific training curriculum for tutors in the dissection course, focusing on the improvement of content knowledge, technical and didactical competencies, is well accepted by the tutees and tutors.CONCLUSIONThe specific training curriculum for tutors in the dissection course, focusing on the improvement of content knowledge, technical and didactical competencies, is well accepted by the tutees and tutors. student tutors in the dissection course are expected to meet high demands on their job. We developed a combined technical and didactical training on the basis of literature review and needs assessment. The three-week training program comprised dissection as well as presentation techniques, group dynamics and activating teaching methods. A randomized, controlled, single-blind study was set up to test whether there is a difference between the tutee's perception of the tutor competences, comparing trained and untrained tutors. a total of 10 trained and 10 untrained tutors (control group) were enlisted in the study. The acceptance of the training program was measured with a questionnaire (11 items, 5-point Likert scale) where the tutees rated the competences of the tutors. The tutees were assigned randomly to their tutor and blinded to his/her training. the tutees assessed the trained tutors better in all categories compared to the untrained tutors. A significantly better score (p<0.05) was stated for the categories "conveying basic dissection techniques" (4.31 ± 0.86 vs. 3.89 ± 1.05), "positive group atmosphere" (4.69 ± 0.73 vs. 4.44 ± 0.88), "learning support" (4.24 ± 1.03 vs. 3.79 ± 1.16) and "visualisation" (3.99 ± 1.11 vs. 3.56 ± 1.17). In self-assessment, the trained tutors rated themselves significantly better after the training compared to before in all categories. The specific training curriculum for tutors in the dissection course, focusing on the improvement of content knowledge, technical and didactical competencies, is well accepted by the tutees and tutors.
Author	Shiozawa, Thomas Hirt, Bernhard Celebi, Nora Werner, Anne Weyrich, Peter Lammerding-Koeppel, Maria
Author_xml	– sequence: 1 givenname: Thomas surname: Shiozawa fullname: Shiozawa, Thomas email: thomas.shiozawa@uni-tuebingen.de organization: Institute of Anatomy, Department of Embryology and Tissue Engineering, University of Tuebingen, Elfriede-Aulhorn-Str. 8, 72076 Tuebingen, Germany – sequence: 2 givenname: Bernhard surname: Hirt fullname: Hirt, Bernhard email: bernhard.hirt@med.uni-tuebingen.de organization: Institute of Anatomy, Department of Cellular Neurobiology, University of Tuebingen, Germany – sequence: 3 givenname: Nora surname: Celebi fullname: Celebi, Nora email: nora.celibi@med.uni-tuebingen.de organization: Department of Internal Medicine IV, Endocrinology, Diabetology, Angiology, Nephrology and Clinical Chemistry, University Hospital Tuebingen, Germany – sequence: 4 givenname: Anne surname: Werner fullname: Werner, Anne email: anne.werner@med.uni-tuebingen.de organization: Department of Internal Medicine VI, Psychosomatic Medicine and Psychotherapy, University Hospital Tuebingen, Germany – sequence: 5 givenname: Peter surname: Weyrich fullname: Weyrich, Peter email: peter.weyrich@med.uni-tuebingen.de organization: Department of Internal Medicine IV, Endocrinology, Diabetology, Angiology, Nephrology and Clinical Chemistry, University Hospital Tuebingen, Germany – sequence: 6 givenname: Maria surname: Lammerding-Koeppel fullname: Lammerding-Koeppel, Maria email: maria.lammerding@med.uni-tuebingen.de organization: Competence Centre for University Teaching in Medicine, University of Tuebingen, Germany
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Snippet	Student tutors in the dissection course are expected to meet high demands on their job. We developed a combined technical and didactical training on the basis... student tutors in the dissection course are expected to meet high demands on their job. We developed a combined technical and didactical training on the basis...
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SubjectTerms	Adult Anatomy Anatomy - education Curriculum - standards Dissection - education Educational Measurement - methods Evaluation Faculty - standards Female Germany Humans Male Mentors - education Peer Group Peer teaching Professional Competence Program Evaluation - methods Self-Assessment Single-Blind Method Students, Medical Surveys and Questionnaires Tutor training Young Adult
Title	Does a combined technical and didactical training program improve the acceptance of student tutors in the dissection course? A prospective controlled randomized study
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