Pilling Rachel, Mollaney Jenna, Chandauka Rumbidzai, Barai Ishani, Parekh Ravi
Imperial College London - Department of Primary Care and Public Health, London, United Kingdom of Great Britain and Northern Ireland.
Clin Teach. 2021 Apr;18(2):163-167. doi: 10.1111/tct.13279. Epub 2020 Oct 6.
At Imperial College, we developed a novel teaching programme for medical students based within a local primary school, with the aim of developing students' teaching skills and centring social accountability in our curriculum. Similar service-learning programmes have shown significant benefit for student participants, including: improving communication skills, developing an understanding of the social determinants of health, and increased empathy. In partnership with a local primary school, the programme involved a group of medical students designing, developing and delivering a teaching session to primary school children.
Medical students completed written reflections on the programme and semi-structured interviews were conducted with teachers who had participated in the programme. These were then thematically analysed.
Themes from student reflections included: improvement in teaching and communication skills; and an increased awareness of social accountability. Themes from teacher interviews included: benefits of an aspirational figure in the school; engagement of the children; and the ongoing inspirational benefit for the pupils.
Our analysis suggested students and the school community benefitted. Students reported the experience was an effective way to learn teaching skills and to improve their communication with children. The programme delivered skills transferrable to other clinical contexts including leadership and behavioural management, adaptability and creative thinking. Teacher interviews suggested the programme was mutually beneficial. The framing of medical students as role models raised the possibility that such programmes may help tackle the challenge of widening participation in medicine. We would recommend medical educators to consider developing other mutually beneficial service-learning programmes.
在帝国理工学院，我们为医学生开发了一个以当地小学为基础的新颖教学项目，旨在培养学生的教学技能，并将社会责任感纳入我们的课程体系。类似的服务学习项目已显示出对学生参与者有显著益处，包括：提高沟通技巧、增进对健康社会决定因素的理解以及增强同理心。该项目与当地一所小学合作，让一群医学生为小学生设计、开发并开展一次教学课程。
医学生完成了关于该项目的书面反思，并对参与该项目的教师进行了半结构化访谈。然后对这些内容进行了主题分析。
学生反思的主题包括：教学和沟通技巧的提高；以及社会责任感意识的增强。教师访谈的主题包括：学校中有抱负榜样的益处；孩子们的参与度；以及对学生持续的激励作用。
我们的分析表明学生和学校社区都从中受益。学生报告称，这段经历是学习教学技能以及改善与儿童沟通的有效方式。该项目培养了可转移到其他临床情境的技能，包括领导能力和行为管理、适应能力和创造性思维。教师访谈表明该项目是互利的。将医学生塑造为榜样提出了这样的项目可能有助于应对扩大医学参与度挑战的可能性。我们建议医学教育工作者考虑开发其他互利的服务学习项目。
