Burgess Annette, Black Kirsten, Chapman Renata, Clark Tyler, Roberts Chris, Mellis Craig
Sydney Medical School, University of Sydney, New South Wales, Australia.
Clin Teach. 2012 Oct;9(5):312-6. doi: 10.1111/j.1743-498X.2012.00554.x.
The future of medical education is under increasing strain from a paucity of clinical educators with formal teaching experience and time to fulfil their teaching roles. 'Teaching on the Run' (TOR), is a programme aimed at improving the quality of teaching by medical educators. We hypothesised that the completion of the TOR programme by senior medical students would increase student awareness of quality educational practice, thereby improving their competence and confidence in teaching and assessing their peers.
Seventeen senior medical students who participated in the TOR programme completed before and after questionnaires based on the key outcomes of the programme. All students were invited to participate in a focus group session to explore their attitudes and experiences of having completed the programme. Seven students chose to participate.
The TOR increased students' perceived ability to apply educational principles, plan learning activities and to provide feedback. During the focus group session students expressed an appreciation that the medical school was genuinely interested in improving the quality of their teaching and learning. However, the programme did not improve students' confidence in assessing their peers.
We found that the TOR programme may provide a foundation from which future medical educators may be trained. In particular, these students seem to have developed some understanding of the principles of adult learning, and may be better prepared to plan and deliver a teaching session. This augurs well for the future of medical education, which depends on the emergence of a new generation of trained medical educators.
医学教育的未来正面临越来越大的压力，因为缺乏具有正规教学经验和时间来履行教学职责的临床教育工作者。“边走边教”（TOR）是一项旨在提高医学教育工作者教学质量的计划。我们假设高年级医学生完成TOR计划会提高学生对优质教育实践的认识，从而提高他们在教学和评估同伴方面的能力和信心。
17名参加TOR计划的高年级医学生根据该计划的关键成果完成了前后问卷调查。所有学生都被邀请参加一个焦点小组会议，以探讨他们完成该计划的态度和经历。7名学生选择参加。
TOR提高了学生应用教育原则、规划学习活动和提供反馈的感知能力。在焦点小组会议期间，学生们表示赞赏医学院真正关心提高他们的教学质量。然而，该计划并没有提高学生评估同伴的信心。
我们发现TOR计划可能为未来医学教育工作者的培训提供基础。特别是，这些学生似乎对成人学习原则有了一些理解，并且可能更有准备去规划和开展教学课程。这对医学教育的未来是个好兆头，医学教育的未来取决于新一代训练有素的医学教育工作者的出现。
