Pasquinelli Lawrence M, Greenberg Larrie W
Department of Pediatrics, Eastern Virginia Medical School, Norfolk, Virginia, USA.
Teach Learn Med. 2008 Jan-Mar;20(1):73-81. doi: 10.1080/10401330701798337.
Medical students represent medicine's future teachers. The objective of this literature review was to identify programs teaching medical students how to teach (MED-SATS).
Electronic searches were conducted and identified 39 programs (1966-2005). Students have assumed varied teaching roles: group facilitator, standardized patient, tutor, teaching assistant, standardized learner, course director, and peer teacher. Most participants were 4th-year students. The teaching techniques varied: group sessions, lectures, and individual teaching. To evaluate student teaching, programs used checklists, videotape review, group discussion, observation, examination scores, course grades, self-assessment exercises, and follow-up with residency training programs.
Reports on how students are trained in medical schools to be teachers are limited. Of the programs identified, it is difficult to determine which programs are ongoing. Data on MED-SATS graduates teaching skills as resident and attending teachers are lacking. These issues present some challenges for future study.
医学生是医学未来的教师。本综述的目的是识别教授医学生如何教学的项目（医学学生教学技能培训项目）。
通过电子检索，共识别出39个项目（1966年至2005年）。学生承担了多种教学角色：小组主持人、标准化病人、导师、教学助理、标准化学习者、课程主任和同伴教师。大多数参与者是四年级学生。教学技巧各不相同：小组讨论、讲座和个别教学。为了评估学生教学，各项目采用了清单、录像带评估、小组讨论、观察、考试成绩、课程成绩、自我评估练习以及与住院医师培训项目的跟进。
关于医学院如何培训学生成为教师的报告有限。在所识别的项目中，很难确定哪些项目仍在进行。缺乏医学学生教学技能培训项目毕业生作为住院医师和主治医生的教学技能数据。这些问题给未来的研究带来了一些挑战。
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