Humphrey Kristen N, Daulton Robert S, Weber Danielle, Sall Dana, Kelleher Matthew
University of Cincinnati College of Medicine, Cincinnati, OH, USA.
University of Cincinnati Department of Internal Medicine, Cincinnati, OH, USA.
J Med Educ Curric Dev. 2022 May 6;9:23821205221096288. doi: 10.1177/23821205221096288. eCollection 2022 Jan-Dec.
Few medical schools offer electives with the goal of teaching medical students to be effective teachers prior to residency. We developed a novel year-long, longitudinal course, the Clinical Teaching Elective (CTE), that develops fourth-year medical students as student teachers within Clinical Skills (CS).
APPROACH/METHODS: The elective was designed by Clinical Skills (CS) Course Directors and two fourth-year medical students (M4) as a longitudinal elective. The elective involves teaching in the Simulation Center where M4 student instructors teach first and second-year medical students. Each session, in addition to simulated patient case topics, emphasizes application of a key topic within medical education (ie clinical reasoning, reflective practice, dual process reasoning).
Six "teaching takeaways" were crafted to summarize common themes experienced by near-peer medical student educators. Teaching is not about the destination, but rather the diagnostic journey.Students thrive when learning is co-produced.A little bit of praise goes a long way.You can't please every learner.When students struggle, there is more to teach than just the answer.Facilitating learner independent thinking promotes future autonomy.
A novel CTE for fourth-year medical students that emphasizes medical education pedagogy prepares students to serve as educators in residency. The CTE provides an opportunity for medical students to develop into effective clinical educators prior to residency. The focus of our elective on medical education pedagogy furthers medical student understanding of adult learning theory and fosters professional development in teaching clinical reasoning.
很少有医学院校提供选修课，旨在让医学生在进入住院医师培训前成为有效的教师。我们开发了一门全新的为期一年的纵向课程——临床教学选修课（CTE），该课程旨在将四年级医学生培养成为临床技能（CS）方面的学生教师。
该选修课由临床技能（CS）课程主任和两名四年级医学生（M4）设计为一门纵向选修课。该选修课包括在模拟中心进行教学，M4学生教师在此教授一年级和二年级医学生。每节课除了模拟患者病例主题外，还强调医学教育中一个关键主题的应用（即临床推理、反思性实践、双过程推理）。
精心提炼出六个“教学要点”，以总结近同龄医学生教育工作者所经历的共同主题。教学不在于目的地，而在于诊断过程。当学习是共同产生时，学生茁壮成长。一点赞扬能起到很大作用。你不可能取悦每一个学习者。当学生遇到困难时，要教的不仅仅是答案。促进学习者独立思考可提升其未来的自主性。
一门面向四年级医学生的全新CTE课程，强调医学教育教学法，使学生为住院医师培训中的教育工作做好准备。CTE为医学生在进入住院医师培训前成长为有效的临床教育工作者提供了机会。我们选修课对医学教育教学法的关注进一步加深了医学生对成人学习理论的理解，并促进了临床推理教学方面的专业发展。
