van Diggele Christie, Burgess Annette, Mellis Craig
The University of Sydney, Sydney, NSW, Australia.
Sydney Medical School - Central, The University of Sydney, Sydney, NSW, Australia.
Adv Med Educ Pract. 2015 Apr 1;6:265-70. doi: 10.2147/AMEP.S79671. eCollection 2015.
Skills in peer teaching, assessment, and feedback are increasingly documented internationally as required graduate attributes in medicine. Yet these skills are rarely taught in medical schools. We sought to design and deliver a short but effective teacher training (TT) program for medical students that could be easily integrated into the professional development curriculum. This study sought to evaluate such a pilot program, based on student perception.
The study took place at a major metropolitan teaching hospital, where 38 medical students were invited to attend a voluntary, newly designed four-module TT program. In total, 23/38 (61%) of invited students attended. Mixed methods were used for evaluation. Questionnaires were completed by 21/23 (91%) of students, and 6/23 (26%) of students participated in a focus group.
Students reported that as a result of the program they felt more confident to facilitate small group teaching activities and to provide feedback to peers using the suggested frameworks. Students would like the program to contain more in-depth educational theory and to allow a more time for small group learning activities. They would also like to see opportunities for participation across all clinical schools.
The TT program was successful in increasing student awareness of educational theory and practice, thereby improving their confidence in teaching and assessing their peers and making them feel better prepared for their careers as medical practitioners. Key improvements to the program are needed in terms of more in-depth theory and more time spent on small group learning. This might be achieved by complementing the course with e-learning.
在国际上，同伴教学、评估和反馈技能越来越多地被记录为医学领域所需的毕业生素质。然而，这些技能在医学院校中很少被教授。我们试图为医学生设计并提供一个简短但有效的教师培训（TT）项目，该项目可以轻松融入专业发展课程。本研究旨在基于学生的看法评估这样一个试点项目。
该研究在一家大型都市教学医院进行，邀请了38名医学生参加一个自愿的、新设计的四模块TT项目。总共有23/38（61%）的受邀学生参加。采用混合方法进行评估。21/23（91%）的学生完成了问卷调查，6/23（26%）的学生参加了焦点小组。
学生们报告说，通过该项目，他们在促进小组教学活动和使用建议的框架向同伴提供反馈方面更有信心。学生们希望该项目包含更深入的教育理论，并留出更多时间进行小组学习活动。他们还希望看到所有临床学校都有参与机会。
TT项目成功提高了学生对教育理论和实践的认识，从而增强了他们在教学和评估同伴方面的信心，并使他们对自己作为医学从业者的职业生涯有了更好的准备。该项目需要在更深入的理论和更多的小组学习时间方面进行关键改进。这可以通过用电子学习补充课程来实现。
