While distinct structures for the teaching and support of biostatistics may exist in developed countries, there is little published information in the literature [ 12].
This research confirmed that junior learners recognised that near – peer teaching provided specific benefits in the structure and content of the teaching, however, also confirmed some limitations in flexibility and clinical experience in near-peer teaching [ 31].
A student opting out of evolution in such a course would have to bob in and out of the classroom several times a month, disappearing, for example, when the structure of the cell is taught (and with it the endosymbiotic origin of mitochondria), and again when taxonomy is taught (and with it phylogenetic systematics), and yet again when genetics is taught (and with it molecular homology), and so on.
In terms of the structure of any teaching, three recommended student selected components (optional) while two proposed core teaching including lectures.
There were impressed (or not) by the style of teaching; the structure of teaching; and very importantly, whether or not a tutor had taken the time to prepare.
Qualitative data collected included a review of whether the content and structure of the different courses taught at each of the seven SPHs was relevant to HSR.
"One thing that will be very important with the new structure is the quality of the teaching experience," he says.
In Fig. 7(a) it can be clearly seen that students found the structure, organisation and clarity of the teaching material to be the most valuable aspect (60%%), followed by uniformity (21%%) and illustrations and photographs (19%%).
