Structured online modules and near-peer teaching in neuroanatomy stimulate active learning and can have beneficial effects on medical students’ scores

Introduction As a solution to a decrease in curriculum time and the continuous growth of student-staff ratio, the Ghent University uses near-peer teaching (NPT) in neuroanatomy practical sessions. To improve learning outcomes, students involved in NPT created an online module. This study evaluated the added value of the online module and investigated tutees' learning experience with NPT. Materials and Methods A cross-sectional study was conducted on second-year medical students who followed a model trajectory. Their completion rate of the online module and results of pre- and posttests on the practical session content, the spotter test, and the theoretical exam were evaluated. Additionally, all second-year medical students were invited to complete a questionnaire on NPT and practical experience. Results A total of 253 second year students were included. Their completion rates of the online module were moderately correlated with the spotter exam results (r = 0.37, p < 0.001). Students who completed all pretests (96.44%) scored significantly better on the spotter exam (p < 0.001). Learners who completed all posttests (50.99%) scored significantly better on the spotter test (p < 0.001). Spotter tests and theoretical exam results were moderately correlated (r = 0.50, p < 0.001). Three-quarters of 352 second year students completed the questionnaire and fully agreed on all statements that assessed NPT and the practical sessions. Conclusion An online neuroanatomy learning module stimulates active learning and can be helpful to improve students' spotter test and neuroanatomy exam scores. NPT is a valuable teaching resource and is generally well perceived in delivering high-quality educatio