In light of the current shifts in medical education from traditional lectures to more active teaching modalities, a peer‐teaching program was introduced to a compulsory, second‐year neuroanatomy course. A cross‐sectional survey of 527 medical students in the six‐year medical program of the National and Kapodistrian University of Athens was administered. The primary aim of the survey, which was distributed to second‐ through sixth‐year medical students, who had completed the neuroanatomy course, was to assess student perception of peer teachers (PTs). Across the five years assessed, students increasingly acknowledged the contribution of PTs to their learning (P < 0.001). Attributes of PTs (e.g., contribution to learning, motivation, effective usage of material, and team environment) were significantly related to the student's opinion of the importance of laboratory activities (P < 0.001). Students who received “average” final grades scored the importance of laboratory exercises, and by inference PTs, significantly lower than students who received “excellent” final grades (P < 0.05). The amount of training that PTs had received was also significantly related to student perceptions of a PT's contribution. Better trained PTs were associated with significantly higher scores regarding learning, motivation, and positive environment compared to less trained PTs (P < 0.05). The results of the present study show that peer‐teaching was well received by students attending the neuroanatomy course. While the results express the evolution of the program across the years, the findings also show that learners believed that PTs and the laboratory program contributed significantly to their understanding of neuroanatomy.

中文翻译：

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实施神经解剖学教育的变革：希腊本科医学院近同行教学计划的组织、演变和评估。

鉴于当前医学教育从传统讲座转向更积极的教学方式，在二年级神经解剖学必修课程中引入了同伴教学计划。对雅典国立和卡波迪斯特里安大学六年制医学课程的 527 名医学生进行了横断面调查。该调查分发给已完成神经解剖学课程的二至六年级医学生，其主要目的是评估学生对同伴教师 (PT) 的看法。在评估的五年中，学生越来越认识到 PT 对他们学习的贡献 ( P < 0.001)。PT 的属性（例如，对学习的贡献、动机、材料的有效使用和团队环境）与学生对实验室活动重要性的看法显着相关（P  < 0.001）。获得“平均”期末成绩的学生对实验室练习的重要性进行评分，并通过推断 PT，显着低于获得“优秀”期末成绩的学生（P  < 0.05）。PT 接受的培训量也与学生对 PT 贡献的看法显着相关。与训练较少的 PT 相比，训练有素的 PT 在学习、动机和积极环境方面的得分显着更高（P < 0.05)。本研究的结果表明，同伴教学受到参加神经解剖学课程的学生的好评。虽然结果表达了多年来该计划的演变，但研究结果还表明，学习者相信 PT 和实验室计划对他们对神经解剖学的理解做出了重大贡献。