无论是准备教学还是积极教学，都对同伴教师的学习成果产生影响。

Both preparing to teach and teaching positively impact learning outcomes for peer teachers.

机构信息

Department of Anesthesia, University of Calgary, Room C229, Foothills Medical Centre, 1403 29 ST NW, Calgary AB T2N 2T9, Canada.

出版信息

Med Teach. 2011;33(8):e417-22. doi: 10.3109/0142159X.2011.586747.

DOI:10.3109/0142159X.2011.586747

PMID:21774637

Abstract

BACKGROUND

We sought to evaluate the independent effects of preparing to teach and teaching on peer teacher learning outcomes.

AIM

To evaluate the independent contributions of both preparing to teach and teaching to the learning of peer teachers in medical education.

METHOD

In total, 17 third-year medical students prepared to teach second-year students Advanced Cardiac Life Support algorithms and electrocardiogram (ECG) interpretation. Immediately prior to teaching they were randomly allocated to not teach, to teach algorithms, or to teach ECG. Peer teachers were tested on both topics prior to preparation, immediately after teaching and 60 days later.

RESULTS

Compared to baseline, peer teachers' mean examination scores (±SD) demonstrated the greatest gains for content areas they prepared for and then taught (43.0% (13.9) vs. 66.3% (8.8), p < 0.001, d = 2.1), with gains persisting to 60 days (45.1% (13.9) vs. 61.8% (13.9), p < 0.01, d = 1.3). For content they prepared to teach but did not teach, less dramatic gains were evident (43.6% (8.3) vs. 54.7% (9.4), p < 0.001, d = 1.3), but did persist for 60 days (42.6% (8.1) vs. 53.2% (14.5), p < 0.05, d = 1.3). Increase in test scores attributable to the act of teaching were greater than those for preparation (23.3% (10.9) vs. 8% (9.6), p < 0.001, d = 1.6), but the difference was not significant 60 days later (16.7% (14.4) vs. 10.2% (16.9), p = 0.4).

CONCLUSION

Our results suggest preparing to teach and actively teaching may have independent positive effects on peer teacher learning outcomes.

摘要

背景

我们旨在评估备课和教学对同伴教师学习成果的独立影响。

目的

评估备课和教学对医学教育中同伴教师学习的独立贡献。

方法

共有 17 名三年级医学生准备向二年级学生传授高级心脏生命支持算法和心电图（ECG）解读。在教授之前，他们被随机分配不教授、教授算法或教授 ECG。同伴教师在准备之前、教授之后和 60 天后都接受了这两个主题的测试。

结果

与基线相比，同伴教师的平均考试成绩（±SD）在他们准备和教授的内容领域中表现出最大的提高（43.0%（13.9）比 66.3%（8.8），p<0.001，d=2.1），且这种提高持续到 60 天（45.1%（13.9）比 61.8%（13.9），p<0.01，d=1.3）。对于他们准备教授但未教授的内容，虽然提高幅度较小（43.6%（8.3）比 54.7%（9.4），p<0.001，d=1.3），但这种提高持续到 60 天（42.6%（8.1）比 53.2%（14.5），p<0.05，d=1.3）。教学行为引起的考试成绩提高大于备课（23.3%（10.9）比 8%（9.6），p<0.001，d=1.6），但 60 天后差异无统计学意义（16.7%（14.4）比 10.2%（16.9），p=0.4）。