1
|
Tran M, Dyre L, Witt B, Elshaigi O, Madura G, Vasilev D, Whitney M, Klanderman M, Shah A. Medical Students as Teachers: A Student-Led Course in Developing Teaching Skills. MEDICAL SCIENCE EDUCATOR 2024; 34:759-764. [PMID: 39099849 PMCID: PMC11296998 DOI: 10.1007/s40670-024-02055-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/23/2024] [Indexed: 08/06/2024]
Abstract
Students as Teachers is a 7-month student-led elective that equips first- and second-year medical students with teaching skills. Pre- and post-course surveys measured participants' knowledge and confidence level in the course's learning objectives such as creating lesson plans, engaging learners, and assessing understanding. Eleven students participated in the course and 10 students completed the pre- and post-course surveys. Upon completion of the course, there was a statistically significant increase in students' self-reported competencies. This series of workshops thus improved learners' confidence with teaching skills and helped identify how they could improve as physician educators.
Collapse
Affiliation(s)
- Meagan Tran
- Mayo Clinic Alix School of Medicine, Scottsdale, AZ USA
| | - Lillian Dyre
- Mayo Clinic Alix School of Medicine, Scottsdale, AZ USA
| | - Bryan Witt
- Mayo Clinic Alix School of Medicine, Scottsdale, AZ USA
| | - Omer Elshaigi
- Mayo Clinic Alix School of Medicine, Scottsdale, AZ USA
| | - Grace Madura
- Mayo Clinic Alix School of Medicine, Scottsdale, AZ USA
| | | | | | - Molly Klanderman
- Department of Quantitative Health Sciences, Mayo Clinic Arizona, Scottsdale, AZ USA
| | - Amit Shah
- Mayo Clinic Alix School of Medicine, Scottsdale, AZ USA
- Department of Internal Medicine, Mayo Clinic Arizona, Scottsdale, AZ USA
| |
Collapse
|
2
|
Noramly S, Waggoner-Fountain L, Keeley M, Barry D. A Comprehensive Students-as-Teachers Program: Developing and Empowering Future Medical Educators. MEDICAL SCIENCE EDUCATOR 2024; 34:777-781. [PMID: 39099864 PMCID: PMC11297005 DOI: 10.1007/s40670-024-02062-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/30/2024] [Indexed: 08/06/2024]
Abstract
We describe the development of two formats of a Students as Teachers (SaT) program that was designed to train fourth-year medical students as near-peer teachers in the pre-clinical classroom. This program has served 191 students since its inception in 2017 through a 2-week credit bearing elective or an evening workshop series. We describe key elements of the courses and positive outcomes of our program within a learning communities' framework. We present these data for other institutions interested in creating their own SaT program.
Collapse
Affiliation(s)
- Selina Noramly
- University of Virginia School of Medicine, Charlottesville, VA USA
| | | | - Meg Keeley
- University of Virginia School of Medicine, Charlottesville, VA USA
| | - Deborah Barry
- University of Virginia School of Medicine, Charlottesville, VA USA
| |
Collapse
|
3
|
Steinert Y, O'Sullivan PS, Irby DM. The Role of Faculty Development in Advancing Change at the Organizational Level. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2024; 99:716-723. [PMID: 38579264 DOI: 10.1097/acm.0000000000005732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/07/2024]
Abstract
ABSTRACT Although the traditional goal of faculty development (FD) has been to enhance individual growth and development, this goal may no longer suffice to address the compelling challenges faculty members are facing, such as increasing workloads, emotional well-being, and institutional support for education. Addressing these challenges will require change at the organizational level. The purpose of this perspective is to articulate a vision for FD programming that describes ways in which FD leaders, together with other educational leaders, can bring about change at the organizational level to support excellence and innovation in health professions education. To impact the organization at large, the authors propose a model that includes 4 major goals: (1) promoting individual and group development, through educational and leadership development programs, coaching and mentoring, and advanced degrees; (2) advocating for infrastructure and resources, including academies of medical educators, educational scholarship units, educational awards, and intramural funding for educational innovation and scholarship; (3) influencing policies and procedures, by engaging educators on key committees, reviewing appointment and promotion criteria, defining educator roles and portfolios, and valuing diversity, equity, and inclusion; and (4) contributing to organization-wide initiatives, such as addressing "hot button" issues, identifying value factors that support investments in FD and medical education, and enhancing the visibility of educators. In this model, the 4 goals are dynamically interconnected and can impact the culture of the organization. For each goal, the authors offer evidence-informed actions that FD leaders, along with other educational leaders, can adopt to improve the organizational culture and inspire institutionally relevant actions. Because each institution is unique, the options are illustrative and not prescriptive. The intent is to provide examples of how FD leaders and programs can enhance the educational mission through broader engagement with their institutions.
Collapse
|
4
|
Jamison T, Sargsyan Z, Ayyala U, Sherman S, Kaplan H. A Mini Chalk Talk Workshop for Fourth-Year Medical Students: Facilitating the Transition From Student to Resident Educator. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2024; 20:11404. [PMID: 38957529 PMCID: PMC11219125 DOI: 10.15766/mep_2374-8265.11404] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/16/2023] [Accepted: 02/26/2024] [Indexed: 07/04/2024]
Abstract
Introduction There is increasing recognition that incoming interns benefit from formal training in teaching skills during UME. Many medical schools have capstone courses well suited for teacher-training content. Mini chalk talks (MCTs) are a common clinical teaching modality requiring a variety of teaching skills. We developed a session for our institution's capstone course in which students prepared and delivered MCTs. Methods The voluntary flipped classroom session was offered virtually in 2021 and in person in 2022. Before the session, students reviewed materials on creating effective MCTs and developed and practiced their own MCT. During the 90-minute session, students presented their MCT to a group of students in the same or similar future specialties and received feedback from their peers and a facilitator. Results Twenty-six percent of graduating students (95 of 370) in 16 specialties participated. Students had a statistically significant increase in confidence delivering effective MCTs (p < .01). On a 5-point Likert scale (1 = did not learn, 5 = a great amount), students' mean ratings of clinical knowledge and teaching skills gained from the session were 4.4 and 4.5, respectively. Qualitative feedback highlighted the benefits of receiving feedback on teaching (31 of 77 respondents, 40%), practicing teaching skills (21 of 77, 27%), and experiencing other students' MCTs (13 of 77, 17%). Discussion Our MCT session provides a versatile, resource-efficient method of supporting students in transitioning to the role of resident educators. It also offers them an opportunity to receive valuable feedback on their teaching in a low-stakes environment.
Collapse
Affiliation(s)
- Trevor Jamison
- Second-Year Internal Medicine Resident, Department of Medicine, Baylor College of Medicine
| | - Zaven Sargsyan
- Associate Professor, Division of General Internal Medicine, Department of Medicine, Baylor College of Medicine
| | - Uma Ayyala
- Assistant Professor, Division of Pulmonary, Critical Care, and Sleep Medicine, Department of Medicine, Baylor College of Medicine
| | - Stephanie Sherman
- Associate Professor, Division of General Internal Medicine, Department of Medicine, Baylor College of Medicine
| | - Holland Kaplan
- Assistant Professor, Division of General Internal Medicine, Department of Medicine, and Center for Medical Ethics and Health Policy, Baylor College of Medicine
| |
Collapse
|
5
|
Bockrath R, Rodriguez G, O’Brien CL, Dolan BM. Students as Teachers: Development and Implementation of a Workplace-Based Assessment. MEDICAL SCIENCE EDUCATOR 2024; 34:537-541. [PMID: 38887399 PMCID: PMC11180041 DOI: 10.1007/s40670-024-02022-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/04/2024] [Indexed: 06/20/2024]
Abstract
Students as Teachers programs are prevalent, though assessments within these programs are lacking. A workplace-based assessment for clinical teaching was developed to foster formative feedback and support learner growth. Feedback narratives were analyzed to identify student teaching behaviors and demonstrated the themes medical knowledge, professionalism, communication, and teaching skills, which were subcategorized as clinical relevance, learner stage appropriateness, use of evidence-based teaching strategies, learning environment, feedback-related, and time-appropriate. This analysis supports the use of the assessment form for student teachers in the clinical environment as students received construct-relevant feedback from various raters while teaching in multiple settings.
Collapse
Affiliation(s)
- Robyn Bockrath
- Department of Pediatrics and Medical Education, Northwestern University Feinberg School of Medicine, Chicago, IL USA
| | - Giselle Rodriguez
- Department of Pediatrics, Northwestern University Feinberg School of Medicine, Chicago, IL USA
| | - Celia Laird O’Brien
- Department of Medical Education, Northwestern University Feinberg School of Medicine, Chicago, IL USA
| | - Brigid M. Dolan
- Departments of Medicine (General Internal Medicine) and Medical Education, Northwestern University Feinberg School of Medicine, Chicago, IL USA
| |
Collapse
|
6
|
Aragón Niño Í, Cuesta Urquía C, García López Chicharro A, López Martínez C, González Martín Moro J, Cebrián Carretero JL. Resident scientific meetings as part of the residency training curriculum: Just a hassle for the resident? J Healthc Qual Res 2024; 39:199-201. [PMID: 38538439 DOI: 10.1016/j.jhqr.2024.02.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2024] [Accepted: 02/21/2024] [Indexed: 04/29/2024]
Affiliation(s)
- Í Aragón Niño
- Oral and Maxillofacial Surgery, La Paz University Hospital, Madrid, Spain.
| | - C Cuesta Urquía
- Oral and Maxillofacial Surgery, La Paz University Hospital, Madrid, Spain
| | | | - C López Martínez
- Oral and Maxillofacial Surgery, La Paz University Hospital, Madrid, Spain
| | | | | |
Collapse
|
7
|
Kumar C, Miller A, Marshall AM, Thompson AR, Lowrie DJ, Weber DE, Kelleher M, Malosh L, Martin C, Christensen HR. Dynamic Opportunities for Medical Students to Assume the Roles of "Medical Teacher". MEDICAL SCIENCE EDUCATOR 2024; 34:445-454. [PMID: 38686166 PMCID: PMC11055825 DOI: 10.1007/s40670-023-01969-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 12/21/2023] [Indexed: 05/02/2024]
Abstract
The traditional undergraduate medical education curriculum focuses on bolstering knowledge for practice and building clinical skills. However, as future clinicians, medical students will be tasked with teaching throughout their careers, first as residents and then as attendings. Here, we describe teaching opportunities for students that foster their development as future teachers and potential clinician educators. These offerings are diverse in their focus and duration and are offered across various levels of the curriculum - including course-based learning, longitudinal electives, and extra-curricular opportunities for medical students who have a passion for teaching.
Collapse
Affiliation(s)
- Chitra Kumar
- The University of Cincinnati College of Medicine, Cincinnati, OH USA
| | - Avery Miller
- The University of Cincinnati College of Medicine, Cincinnati, OH USA
| | - Aaron M. Marshall
- The University of Cincinnati College of Medicine, Cincinnati, OH USA
- Department of Medical Education, 231 Albert Sabin Way, Cincinnati, OH 45267 USA
| | - Andrew R. Thompson
- The University of Cincinnati College of Medicine, Cincinnati, OH USA
- Department of Medical Education, 231 Albert Sabin Way, Cincinnati, OH 45267 USA
| | - D. J. Lowrie
- The University of Cincinnati College of Medicine, Cincinnati, OH USA
- Department of Medical Education, 231 Albert Sabin Way, Cincinnati, OH 45267 USA
| | - Danielle E. Weber
- The University of Cincinnati College of Medicine, Cincinnati, OH USA
- Department of Pediatrics, 231 Albert Sabin Way, Cincinnati, OH 45267 USA
- Department of Internal Medicine, 231 Albert Sabin Way, Cincinnati, OH 45267 USA
| | - Matt Kelleher
- The University of Cincinnati College of Medicine, Cincinnati, OH USA
- Department of Pediatrics, 231 Albert Sabin Way, Cincinnati, OH 45267 USA
- Department of Internal Medicine, 231 Albert Sabin Way, Cincinnati, OH 45267 USA
| | - Laura Malosh
- The University of Cincinnati College of Medicine, Cincinnati, OH USA
| | - Carrie Martin
- The University of Cincinnati College of Medicine, Cincinnati, OH USA
| | - Heather R. Christensen
- The University of Cincinnati College of Medicine, Cincinnati, OH USA
- Department of Medical Education, 231 Albert Sabin Way, Cincinnati, OH 45267 USA
| |
Collapse
|
8
|
Collins JE, Ryan MS, Klein M, Kloster HM, Lockspeiser TM, Oddiri U, Madduri GB. A Narrative Review of Key Studies in Medical Education in 2022: Applying the Current Literature to Educational Practice and Scholarship. Acad Pediatr 2024; 24:347-358. [PMID: 37793606 DOI: 10.1016/j.acap.2023.10.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/07/2023] [Revised: 09/27/2023] [Accepted: 10/01/2023] [Indexed: 10/06/2023]
Abstract
The expectation of every academic pediatrician is to stay updated on current evidence in their field; this is especially true of pediatric clinician educators who are training the next generation of pediatricians. Since 2016, select members of the Academic Pediatric Association Education Committee have curated educational research articles in order to distill the increasing volume of research related to medical education. The purpose of this narrative review is to summarize 14 articles published in 2022 related to medical education that may impact the work of pediatric clinician educators and educational leadership. These articles are organized into 6 overarching domains: selection and recruitment, promoting learner growth and development, learning environment and wellness, curriculum development, assessment, and educator development.
Collapse
Affiliation(s)
- Jolene E Collins
- Department of Pediatrics (JE Collins), Division of General Pediatrics, Children's Hospital Los Angeles, Los Angeles, Calif; Department of Pediatrics (JE Collins), USC Keck School of Medicine, Los Angeles, Calif.
| | - Michael S Ryan
- Department of Pediatrics (MS Ryan), University of Virginia School of Medicine, Charlottesville, Va
| | - Melissa Klein
- Department of Pediatrics (M Klein), Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio; Department of Pediatrics (M Klein), University of Cincinnati College of Medicine, Cincinnati, Ohio
| | - Heidi M Kloster
- Department of Pediatrics (HM Kloster), University of Wisconsin School of Medicine and Public Health, Madison, Wisc
| | - Tai M Lockspeiser
- Department of Pediatrics (TM Lockspeiser), University of Colorado, School of Medicine, Aurora, Colo
| | - Uchechi Oddiri
- Department of Pediatrics (U Oddiri), Division of Pediatric Critical Care, Renaissance School of Medicine at Stony Brook University, Stony Brook, NY
| | - Gayatri B Madduri
- Department of Pediatrics (GB Madduri), Division of Pediatric Hospital Medicine, Stanford University School of Medicine, John Muir Medical Center, Walnut Creek, Calif
| |
Collapse
|
9
|
Vick S, Ragsdale J. Preparing Interns as Teachers: Teaching Fourth-Year Medical Students the Tenets of the One-Minute Preceptor Model. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2023; 19:11371. [PMID: 38148893 PMCID: PMC10749993 DOI: 10.15766/mep_2374-8265.11371] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/17/2023] [Accepted: 10/05/2023] [Indexed: 12/28/2023]
Abstract
Introduction Often, interns are expected to teach medical students early in their residency, but most are not formally taught how to be effective teachers before residency. Currently, there is emphasis on developing teaching skills of residents rather than students before they become residents. Most published student-as-teacher courses are voluntary and do not assess skill acquisition. Methods We taught 290 fourth-year medical students across two academic years (2020-2022) the tenets of the One-Minute Preceptor (OMP) using a 2-hour workshop during their transition to residency course. A variety of role-play cases allowed students to practice the different parts of the OMP in isolation and combined. Then, we assessed their teaching skills after the workshop using an objective structured teaching exam (OSTE). Results Two hundred seventy-eight students (96%) completed the self-assessment of their confidence demonstrating the skills of the OMP before and after the workshop. Their confidence improved in all domains, with ps < .001. Additionally, all students successfully demonstrated competency on the OSTE. Discussion We used a 2-hour workshop based on the OMP to improve fourth-year medical students' confidence in their teaching skills and allow them to demonstrate competence in those skills before starting their intern year.
Collapse
Affiliation(s)
- Sarah Vick
- Assistant Professor, Department of Internal Medicine, University of Kentucky College of Medicine
| | - John Ragsdale
- Associate Professor, Department of Internal Medicine, University of Kentucky College of Medicine
| |
Collapse
|
10
|
Hubner BA, Walker J. Developing Medical Students as Educators: A Course Applying Teaching and Learning Theory to Question Writing. MEDICAL SCIENCE EDUCATOR 2023; 33:1455-1457. [PMID: 38188412 PMCID: PMC10767081 DOI: 10.1007/s40670-023-01910-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/28/2023] [Indexed: 01/09/2024]
Abstract
There is a need for formal students-as-teachers education with authentic application. We report on a course that teaches and models effective educational theory. Students applied theory by writing questions with answer explanations which were incorporated into an online educational platform used by first-year medical students.
Collapse
Affiliation(s)
- Brook A. Hubner
- Department of Medical Education, University of Alabama at Birmingham Marnix E. Heersink School of Medicine, Birmingham, AL USA
| | - Jeremey Walker
- Department of Medicine, University of Alabama at Birmingham Marnix E. Heersink School of Medicine, Birmingham, AL USA
| |
Collapse
|
11
|
Kruskie ME, Byram JN, Mussell JC. Near-Peer Teaching Opportunities Influence Professional Identity Formation as Educators in Future Clinicians. MEDICAL SCIENCE EDUCATOR 2023; 33:1515-1524. [PMID: 38188376 PMCID: PMC10766879 DOI: 10.1007/s40670-023-01951-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/15/2023] [Indexed: 01/09/2024]
Abstract
Teaching is a key role of a physician. Despite this, medical students are rarely exposed to the necessary skills and techniques throughout the duration of their education to prepare them for this component of their training. The gross anatomy lab provides a safe environment for students serving as near-peer educators to teach and learn to manage unexpected and uncomfortable situations. Students acting in near-peer teaching roles see a range of benefits from addressing personal weaknesses to improving communication skills and enhancing their anatomy and clinical knowledge, but there remains a lack of insight on how these experiences shape students' professional identity. This study examined how the professional identities of second-year medical students are shaped by serving as peer educators (PEs) in a gross anatomy laboratory. Gross anatomy PEs from the 2022 and 2025 cohorts recorded audio diary reflections at the end of each week they served as a PE highlighting how this role impacted how they view themselves as future physicians. Audio diary recordings were transcribed verbatim and analyzed using the framework method which includes familiarization, code application, and interpretation. A total of 26 audio diaries averaging 4 min in length were recorded across 11 PEs. Themes included Balancing Workload, Role of a Near Peer, Learning to Communicate, Learning to Collaborate, and Learning through Teaching. Students recognized that in addition to reinforcing their didactic training, serving as a peer educator in the gross anatomy lab helped them build skills necessary to fulfil their future role as a physician educator.
Collapse
Affiliation(s)
- Megan E. Kruskie
- Department of Anatomy, Cell Biology, & Physiology, Indiana University School of Medicine, Indianapolis, IN USA
| | - Jessica N. Byram
- Department of Anatomy, Cell Biology, & Physiology, Indiana University School of Medicine, Indianapolis, IN USA
| | - Jason C. Mussell
- 6146 MEB, Department of Cell Biology and Anatomy, Louisiana State University Health Sciences Center, 1901 Perdido St., New Orleans, LA 70112 USA
| |
Collapse
|
12
|
Lebeau R, Rashid H, Saks NS, Coppola KM. A Pre-Clerkship Medical Education Elective as Catalyst for Student Learning, Faculty Teaching, and Curricular Improvement. MEDICAL SCIENCE EDUCATOR 2023; 33:1451-1453. [PMID: 38188404 PMCID: PMC10766893 DOI: 10.1007/s40670-023-01903-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/25/2023] [Indexed: 01/09/2024]
Abstract
Recent reviews of student-as-teacher programs call for early, longitudinal, and timely training in both learning principles and applied teaching skills. We describe a longitudinal elective for pre-clerkship students that includes interactive meetings addressing a range of theoretical and practical teaching topics and the tools needed to conduct medical education research.
Collapse
Affiliation(s)
- Robert Lebeau
- Rutgers, Robert Wood Johnson Medical School, Piscataway, NJ USA
| | - Hanin Rashid
- Rutgers, Robert Wood Johnson Medical School, Piscataway, NJ USA
| | - Norma S. Saks
- Rutgers, Robert Wood Johnson Medical School, Piscataway, NJ USA
| | | |
Collapse
|
13
|
Ikonne U, Li N, Elzie C. Motivations and Experiences of Teaching Assistants in a First-Year Integrated Medical Course. MEDICAL SCIENCE EDUCATOR 2023; 33:1461-1464. [PMID: 38188408 PMCID: PMC10767149 DOI: 10.1007/s40670-023-01919-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/04/2023] [Indexed: 01/09/2024]
Abstract
Peer teaching is used in many medical schools and is recognized as beneficial to the student teacher and learner. We surveyed a cohort of teaching assistants (TAs) in a first-year course to determine their motivations to serve as TAs and the perceived benefits. TAs served because they wanted to help, solidify their knowledge, and have an opportunity to teach. They perceived that their experience helped them develop their communication skills and encouraged them to pursue future teaching opportunities. This information will help in recruiting students into teaching and also in developing a standardized student-as-teacher program to foster the next generation of physician educators.
Collapse
Affiliation(s)
- Uzoma Ikonne
- Department of Physiological Sciences, Eastern Virginia Medical School, 700 W. Olney Rd., Norfolk, VA USA
- Fine Family Academy of Medical Educators, Eastern Virginia Medical School, 700 W. Olney Rd., Norfolk, VA USA
| | - Nina Li
- Eastern Virginia Medical School, 825 Fairfax Ave, Norfolk, VA 23507 USA
| | - Carrie Elzie
- Department of Cell Systems & Anatomy, University of Texas Health Science Center at San Antonio, 7703 Floyd Curl Drive, San Antonio, TX 78229 USA
- Department of Medical Education, University of Texas Health Science Center at San Antonio, 7703 Floyd Curl Drive, San Antonio, TX 78229 USA
| |
Collapse
|
14
|
Avonts M, Bombeke K, Michels NR, Vanderveken OM, De Winter BY. How can peer teaching influence the development of medical students? a descriptive, longitudinal interview study. BMC MEDICAL EDUCATION 2023; 23:861. [PMID: 37957668 PMCID: PMC10644508 DOI: 10.1186/s12909-023-04801-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Accepted: 10/22/2023] [Indexed: 11/15/2023]
Abstract
BACKGROUND Peer-assisted learning (PAL) - where students take up a teaching role at an early stage of their training-is widely used in medical curricula. Many qualitative studies have investigated the perceptions and benefits of PAL, but no studies have longitudinally explored how peer teachers experienced their development. This could allow for a better understanding of PAL. In this study, we explored the perceived impact of being a peer teacher on the development of personal and professional competencies as a medical student. METHODS We longitudinally conducted semi-structured interviews with peer teachers, during their 2-year teaching period in the skills lab at the University of Antwerp and applied descriptive thematic analysis. RESULTS In total we gathered 47 interviews in 13 peer teachers (9 female, 4 male,. 1-7 interviews each). Peer teachers reported an increase in self-confidence, which gradually transformed into self-efficacy in clinical and teaching skills., Participants told us to be inspired by the previous generation of peer teachers. Their motivation shifted from personal benefits to benefiting others while becoming a role model themselves. The peer teachers illustrated how they developed maturity by integrating different CanMEDS roles. They grew in reflection, changed/transformed an initial mark-driven study drive into more patient-centered ambitions, and started developing a personal style. CONCLUSIONS Our study suggests that being a peer teacher leads to more self-efficacy, in clinical and teaching skills, to become a role model with as motivation to benefit others and to grow towards a good doctor maturity. Although the task is to teach peers, this opportunity nurtures the practice and integration of various CanMEDS roles, not only that of scholar but also communicator, collaborator and leader, thereby positively influencing their personal and professional development and their identity as a doctor (professional role).
Collapse
Affiliation(s)
- Marijke Avonts
- Skills Lab, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium.
| | - Katrien Bombeke
- Skills Lab, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium
- Department of Family Medicine and Population Health, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium
| | - Nele R Michels
- Skills Lab, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium
- Department of Family Medicine and Population Health, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium
| | - Olivier M Vanderveken
- Skills Lab, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium
- Otolaryngology and Head and Neck Surgery, Antwerp University Hospital, Antwerp, Belgium
| | - Benedicte Y De Winter
- Skills Lab, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium
- Laboratory of Experimental Medicine and Pediatrics, University of Antwerp, Antwerp, Belgium
| |
Collapse
|
15
|
Supheert RT, van Dillen J, Fluit C. Teaching Medical Students to Teach: Supplementing a Narrative Review With Gray Literature. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:976. [PMID: 37257019 DOI: 10.1097/acm.0000000000005282] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Affiliation(s)
- Richard T Supheert
- Medical doctor, Radboud University Medical Center, Radboudumc Health Academy, Nijmegen, the Netherlands; ; ORCID: https://orcid.org/0000-0002-4888-1738
| | - Jeroen van Dillen
- Gynecologist, principal lecturer, associate professor in learning without boundaries, Amalia children's hospital, Radboud University Medical Center, Nijmegen, the Netherlands; ORCID: https://orcid.org/0000-0001-6958-572X
| | - Cornelia Fluit
- Professor in innovative and person-centered learning and working in healthcare, Radboud University Medical Center, Radboudumc Health Academy, Nijmegen, the Netherlands; ORCID: https://orcid.org/0000-0002-8714-9339
| |
Collapse
|