Medical School, St George's, University of London, London, UK.
Med Teach. 2021 Sep;43(9):1019-1024. doi: 10.1080/0142159X.2020.1841130. Epub 2020 Nov 2.
The vast majority of clinical skills teaching at our medical school in London is delivered through a peer teaching programme, with research demonstrating that medical students unequivocally prefer being taught clinical skills by peer teachers (students) over-qualified physicians. Peer teaching holds a plethora of benefits for both the learner and the teacher; encouraging academic and professional growth for teachers while instilling confidence in tutees through an improved learning atmosphere. Teaching is an essential skill for all physicians, and peer teaching is an invaluable method to cultivate these teaching skills throughout medical education. This article outlines 12 tips on how medical students can be effective and successful clinical skills peer teachers when faced with medical teaching opportunities, whether physically or remotely conducted. We reflect upon our roles as Peer Teacher Leads, overseeing a team of 200 medical student clinical skills peer teachers on behalf of the faculty at our university in London. We are responsible for leadership and quality assurance, holding key input into the organisation, development and delivery of clinical skills teaching. Therefore, we are able to impart unique insight and experience. This practical guidance is gathered from feedback, experience and the wider literature on the topic of peer teaching in clinical skills. We hope that these tips will enable medical student teachers to become more confident and competent in providing worthwhile training to their peers.
我们在伦敦医学院的绝大多数临床技能教学都是通过同伴教学计划进行的，研究表明，医学生非常喜欢由同伴教师（学生）而不是合格的医生来教授临床技能。同伴教学对学习者和教师都有很多好处；它鼓励教师的学术和专业成长，同时通过改善学习氛围，使受辅导者更有信心。教学是所有医生的一项基本技能，而同伴教学是在医学教育中培养这些教学技能的一种宝贵方法。本文概述了 12 条提示，内容涉及医学生如何在面临医学教学机会时，无论是面对面还是远程教学，成为有效的、成功的临床技能同伴教师。我们反思了作为同伴教学负责人的角色，代表我们在伦敦大学的教师团队管理着一个由 200 名医学生临床技能同伴教师组成的团队。我们负责领导和质量保证，对组织、发展和临床技能教学的实施有重要的投入。因此，我们能够传授独特的见解和经验。本实践指南来自于对临床技能同伴教学主题的反馈、经验和更广泛的文献。我们希望这些提示能使医学生教师更有信心和能力为他们的同行提供有价值的培训。
