Song Celeste, Davis Barbara J, Lambert David R
Dr. Song is senior instructor, Department of Family Medicine, University of Rochester School of Medicine and Dentistry, Rochester, New York. Dr. Davis is associate professor, Department of Neurobiology and Anatomy, University of Rochester School of Medicine and Dentistry, Rochester, New York. Dr. Lambert is professor, Department of Medicine, and senior associate dean of medical education, University of Rochester School of Medicine and Dentistry, Rochester, New York.
Acad Med. 2015 Apr;90(4):458-61. doi: 10.1097/ACM.0000000000000548.
Although senior medical students at the University of Rochester School of Medicine and Dentistry (URSMD) have a long history of teaching junior peers, no formal educational training existed for students until 2007. The Medical Education Pathway (MEP) at the URSMD is a longitudinal student-as-teacher program that addresses both the local precedent of medical student teaching and the ongoing need to prepare students for teaching in residency and beyond.
In 2007, administrative faculty spearheaded efforts to create the MEP Committee, whose members then designed and implemented an elective curriculum. The curriculum balances didactics and experiential learning. A rigorous two-step application process precedes acceptance into the MEP. Participating students receive mentoring, assessment, and formative feedback on lecture delivery and leadership of various small-group formats.
Since 2007, 89 students have enrolled in the MEP: 49 have successfully completed it, and 40 are currently enrolled. MEP students teach in basic science and clinical courses, and they regularly make novel contributions to the medical school curriculum. Student learner peers demonstrate an ability to give constructive feedback to MEP students. Exit survey comments demonstrate that the MEP influences participating students' career plans. Lessons learned from implementing the MEP include the importance of institutional support, dedicated faculty who value student teaching, and flexibility in scheduling.
Future improvements to the MEP include enhancing the assessment process and tracking the careers of graduates as outcome data. The MEP serves as a model for a successful student-as-teacher program in other institutions and settings.
尽管罗切斯特大学医学与牙科学院（URSMD）的高年级医学生长期以来一直有教导低年级同学的传统，但直到2007年学生才有正式的教育培训。URSMD的医学教育途径（MEP）是一个贯穿学生生涯的学生即教师项目，既遵循了医学生教学的当地先例，又满足了让学生为住院医师及以后的教学做好准备的持续需求。
2007年，行政教员率先努力成立了MEP委员会，其成员随后设计并实施了一门选修课程。该课程平衡了理论教学和实践学习。在被MEP录取之前，要经过严格的两步申请流程。参与的学生在授课以及各种小组形式的领导方面会得到指导、评估和形成性反馈。
自2007年以来，已有89名学生参加了MEP：49名学生已成功完成该项目，40名学生目前仍在参与。MEP学生在基础科学和临床课程中授课，并且他们经常为医学院课程做出新颖的贡献。学生学习者同伴能够向MEP学生提供建设性反馈。结业调查评论表明，MEP影响了参与学生的职业规划。实施MEP的经验教训包括机构支持、重视学生教学的敬业教员以及课程安排灵活性的重要性。
MEP未来的改进包括加强评估过程以及跟踪毕业生的职业发展以作为成果数据。MEP为其他机构和环境中成功的学生即教师项目树立了榜样。
