Division of Rheumatology, University of California San Francisco, San Francisco, California, USA.
Division of Hospital Medicine, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin, USA.
Teach Learn Med. 2022 Aug-Sep;34(4):360-367. doi: 10.1080/10401334.2021.1899930. Epub 2021 May 1.
Classroom studies of peer-led teaching and mentoring report benefits for students both as teachers and learners. Such benefits include both improved content mastery and personal and professional development. While benefits of peer-led teaching in the clinical setting have been well characterized among other health professions, less is known within undergraduate medical education. In this study, we explored medical students' perceptions and experiences relevant to peer teaching and mentoring in outpatient clinical clerkships.
Third-year medical students enrolled in two different longitudinal primary care clerkships, Education Centered Medical Home (ECMH) or Individual Preceptorship (IP), participated in semi-structured interviews in 2018. Students were asked to describe their peer teaching experiences during the clerkship and to reflect on their experiences serving as role models or mentors. We analyzed transcripts utilizing a two-cycle team-based inductive approach.
Thirty-three students completed interviews. We derived three main themes: (1) diversity of peer teaching and mentoring opportunities, (2) transitioning one's role from learner to teacher, and (3) personal and professional development. While participants from both clerkships participated in peer teaching and mentoring experiences, ECMH students described more opportunities to interact with students across all years of medical school training, noting that "getting that guidance and in turn being able to teach is a valuable experience." ECMH students further perceived the responsibility of creating a comfortable learning environment for others. Students from both clerkships reflected on 'learning through teaching,' that teaching served as a reaffirmation of the knowledge they gained, and that teaching experience contributed to their personal and professional growth.
Students perceived their participation in peer teaching and mentoring experiences in the clinical setting as contributing positively to personal and professional development. Students from both clerkships reflected on their teaching and mentoring opportunities as a facilitator of growth in their own teaching skills; ECMH students further described a heightened sense of self-confidence and fulfillment. These findings highlight the importance of creating learning environments that foster peer teaching and mentoring, as such opportunities may lead to further growth as a learner and as a physician.
同伴主导教学和指导的课堂研究报告称，学生作为教师和学习者都从中受益。这些益处包括内容掌握的提高以及个人和职业发展。虽然同伴主导教学在其他健康专业领域的临床环境中的益处已得到充分描述，但在本科医学教育中知之甚少。在这项研究中，我们探讨了医学生在门诊临床实习中与同伴教学和指导相关的看法和经验。
参加两个不同纵向初级保健实习课程（以教育为中心的医疗之家[ECMH]或个人指导[IP]）的三年级医学生于 2018 年参加了半结构化访谈。学生被要求描述他们在实习期间的同伴教学经验，并反思他们作为榜样或导师的经验。我们使用两轮基于团队的归纳方法分析转录本。
33 名学生完成了访谈。我们得出了三个主要主题：（1）同伴教学和指导机会的多样性，（2）从学习者到教师的角色转变，以及（3）个人和职业发展。虽然来自两个实习课程的学生都参与了同伴教学和指导经验，但 ECMH 学生描述了与所有医学生培训年级的学生互动的更多机会，他们指出“获得这种指导并能够反过来进行教学是一种宝贵的经验。”ECMH 学生进一步认为有责任为他人创造一个舒适的学习环境。来自两个实习课程的学生都反思了“通过教学学习”，即教学是对他们所获得的知识的肯定，教学经验有助于他们的个人和职业成长。
学生认为他们在临床环境中参与同伴教学和指导经验对个人和职业发展有积极影响。来自两个实习课程的学生都反思了他们的教学和指导机会，认为这是他们教学技能成长的促进因素；ECMH 学生进一步描述了一种更高的自信和满足感。这些发现强调了创造促进同伴教学和指导的学习环境的重要性，因为这些机会可能会进一步促进学习者和医生的成长。
