• Cynthia Guadalupe Reyes-Hernández, Juan Manuel Carmona Pulido, Roberto Isaac De la Garza Chapa, Ruth Patricia Serna Vázquez, Ricardo Daniel Alcalá Briones, Perla Marina Plasencia Banda, Eliud Enrique Villarreal Silva, Guillermo Jacobo Baca, Oscar de la Garza Castro, Rodrigo Enrique Elizondo Omaña, and Santos Guzmán López.
• Department of Human Anatomy, School of Medicine, Autonomous University of Nuevo Leon, Monterrey, Mexico.
• Anat Sci Educ. 2015 Mar 1; 8 (2): 189-93.

AbstractNear-peer teaching (NPT) is a strategy in which senior students assume the instructor role with junior peers (mentees). Senior students develop unique skills and knowledge through NPT, an experience which extends their learning beyond content mastery. Different teaching modules featuring NPT were utilized in the human anatomy course at the School of Medicine, Autonomous University of Nuevo Leon in Monterrey, Mexico. Modules included: Theory, Clinical Hour, Imaging Anatomy, and Laboratory. The aim of this study was to assess instructor participants' perceptions on the benefits of the NPT strategy in the anatomy classroom. A survey was administered to anatomy course instructors who utilized NPT strategies during winter, fall, and spring semesters of the 2012-2013 school year. A total of 120 instructors were enrolled in the study. There were different perceptions of instructors' roles. Theory and Imaging Anatomy instructors considered themselves to be information providers and resource developers, whereas Clinical Hour and Laboratory instructors saw themselves more as facilitators, role models, and planners. All instructors' opinions on the benefits of NPT were positive. Thus, in this article, the authors find NPT to be a strategy that promotes self-learning, a vital skill.© 2014 American Association of Anatomists.

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