Department of Anatomy, Mayo Medical School, College of Medicine, Mayo Clinic, Rochester, Minnesota 55905, USA.
Med Teach. 2013;35(1):e919-25. doi: 10.3109/0142159X.2012.714880. Epub 2012 Sep 3.
Significant increase in the literature regarding "residents as teachers" highlights the importance of providing opportunities and implementing guidelines for continuing medical education and professional growth. While most medical students are enthusiastic about their future role as resident-educators, both students and residents feel uncomfortable teaching their peers due to the lack of necessary skills. However, whilst limited and perhaps only available to select individuals, opportunities for developing good teaching practice do exist and may be identified in courses that offer basic sciences. The Department of Anatomy, College of Medicine, Mayo Clinic offers a teaching assistant (TA) elective experience to third- and fourth-year medical students through integrated apprenticeship and mentoring during the human structure didactic block.
This article, aims to describe a curriculum for a TA elective within the framework of a basic science course through mentoring and apprenticeship.
Opportunities for medical students to become TAs, process of TAs' recruitment, mentoring and facilitation of teaching and education research skills, a method for providing feedback and debriefing are described.
Developing teaching practice based on apprenticeship and mentoring lends to more accountability to both TA's and course faculty by incorporating universal competencies to facilitate the TA experience.
大量关于“住院医师作为教师”的文献强调了提供机会和实施继续医学教育和专业发展指导方针的重要性。尽管大多数医学生对未来作为住院医师教育者的角色充满热情，但由于缺乏必要的技能，学生和住院医师都对向同龄人教学感到不自在。然而，尽管机会有限，也许只提供给特定的个人，但发展良好教学实践的机会确实存在，并且可能在提供基础科学课程中被识别出来。梅奥诊所医学院解剖系通过在人体结构理论课期间的综合学徒制和指导，为三、四年级医学生提供教学助理 (TA) 选修经验。
本文旨在描述在基础科学课程框架内通过指导和学徒制来制定 TA 选修课程的课程。
描述了医学生成为助教的机会、助教的招聘流程、教学和教育研究技能的指导和促进、提供反馈和讨论的方法。
基于学徒制和指导的教学实践有助于通过纳入通用能力来为 TA 和课程教师承担更多责任，从而促进 TA 体验。
