Stefaniak Jill E, Lucia Victoria C
Instructional Design and Technology, Department of STEM Education and Professional Studies, Old Dominion University, Norfolk, Virginia, USA.
Educ Health (Abingdon). 2014 May-Aug;27(2):183-7. doi: 10.4103/1357-6283.143785.
Every day, physicians engage in teaching during their patient encounters. It may be that medical students who are introduced to the principles of teaching and learning are more likely to become good communicators and learners. Service-learning may be an effective way for medical students to practice skills in teaching and communication in a real-world setting, while also filling a need within the community. The purpose of this study was to identify common themes within medical students' reflections on what they learned through participating in a teaching exercise with local elementary school children.
As a required component of a longitudinal prevention and public health course that spans the first and second years of undergraduate medical education, second year students at the Oakland University William Beaumont School of Medicine, in Detroit, Michigan, in the USA completed a service-learning activity, which included teaching a standardized curricular module to local elementary school children. Students were required to complete a reflection assignment based on their teaching experience. Medical students' responses to assignment's three guided questions were qualitatively coded to identify common themes among the responses related to the teaching activity.
Qualitative analysis of students' reflections revealed several themes regarding what the students learned and viewed as the benefits of the activity: The importance of early education and parental involvement; the importance of understanding your audience when teaching; the importance of simplifying complex concepts to the audience's level; and the importance of preparation for teaching. Medical students identified the difficulties of communicating at an audience appropriate level and providing patient education outside the confines of a controlled classroom setting.
This activity provided medical students with hands-on experience presenting to an audience age-appropriate, health-related topics. Presenting in an elementary school environment helped students better understand what health information various age groups knew about and the importance of clarifying information when communicating with a younger audience.
医生在日常接诊过程中都会进行教学。那些学习了教学原则的医学生可能更有可能成为优秀的沟通者和学习者。服务学习可能是医学生在现实环境中练习教学和沟通技能的有效方式，同时也能满足社区的需求。本研究的目的是确定医学生在参与针对当地小学生的教学活动后的反思中所体现的共同主题。
作为本科医学教育第一年和第二年开设的纵向预防与公共卫生课程的必修组成部分，美国密歇根州底特律市奥克兰大学威廉·博蒙特医学院的二年级学生完成了一项服务学习活动，其中包括向当地小学生讲授一个标准化的课程模块。学生们被要求根据他们的教学经历完成一份反思作业。对医学生针对作业中三个引导性问题的回答进行定性编码，以确定与教学活动相关的回答中的共同主题。
对学生反思的定性分析揭示了几个关于学生所学内容以及他们认为该活动的益处的主题：早期教育和家长参与的重要性；教学时了解受众的重要性；将复杂概念简化到受众水平的重要性；以及教学准备的重要性。医学生们认识到在适合受众的水平上进行沟通以及在不受控制的课堂环境之外提供患者教育的困难。
这项活动为医学生提供了向适合其年龄的受众讲授与健康相关主题的实践经验。在小学环境中进行展示有助于学生更好地了解不同年龄组对健康信息的了解程度，以及在与年轻受众沟通时澄清信息的重要性。
