Skjærseth Idun Grimstad, Mildestvedt Thomas, Bonnevier Anna, Sharma Satya Pal, Kvernenes Monika
Center for Medical Education & Department of Global Public Health and Primary Care, Faculty of Medicine, University of Bergen, Bergen, Norway.
Department of Global Public Health and Primary Care, Faculty of Medicine, University of Bergen, Bergen, Norway.
Med Sci Educ. 2025 Mar 22;35(3):1617-1626. doi: 10.1007/s40670-025-02365-0. eCollection 2025 Jun.
Peer teaching is a commonly employed educational approach in medical education, providing valuable learning opportunities for both peer teachers and learners. While it is known to enhance subject knowledge for those in teaching roles, what broader learning outcomes can be achieved and the conditions enabling these outcomes remain less understood. Hence, our aim was to explore the learning outcomes experienced by peer teachers in undergraduate medical education, as well as to identify the prerequisites that facilitate these outcomes. Whereas most studies on peer teaching have focused on outcomes from evaluations of individual, newly implemented programs, this study examines peer teaching experiences from a variety of programs and contexts. To achieve a broader dataset, peer teachers (=34) at four Scandinavian medical schools were recruited to participate in focus groups discussing their experience with peer teaching and what they had learned. Transcripts were analyzed using reflexive thematic analysis. The results demonstrate that peer teachers developed an understanding of the teacher's role as facilitators of learning, recognized the limits of their own knowledge, learned to adapt their teaching to meet learners' needs, and recognized the importance of psychological safety for learning. These learning outputs were facilitated by accessible and attractive teaching opportunities, a sense of responsibility and agency, sufficient preparation, and access to support during the teaching process. Overall, being a peer teacher helps medical students gain competencies that are useful in their future careers. Program leaders should design peer teaching opportunities that facilitate peer teachers' learning.
The online version contains supplementary material available at 10.1007/s40670-025-02365-0.
同伴教学是医学教育中常用的一种教育方法，为同伴教师和学习者都提供了宝贵的学习机会。虽然已知它能增强担任教学角色者的学科知识，但能实现哪些更广泛的学习成果以及促成这些成果的条件仍鲜为人知。因此，我们的目的是探索本科医学教育中同伴教师所经历的学习成果，以及确定促成这些成果的先决条件。鉴于大多数关于同伴教学的研究都集中在对个别新实施项目的评估结果上，本研究考察了来自各种项目和背景的同伴教学经历。为了获得更广泛的数据集，招募了四所斯堪的纳维亚医学院的同伴教师（=34名）参加焦点小组，讨论他们的同伴教学经历以及所学内容。使用反思性主题分析对转录本进行了分析。结果表明，同伴教师对教师作为学习促进者的角色有了理解，认识到自己知识的局限性，学会了调整教学以满足学习者的需求，并认识到心理安全对学习的重要性。这些学习成果得益于可获得且有吸引力的教学机会、责任感和能动性、充分的准备以及教学过程中获得的支持。总体而言，担任同伴教师有助于医学生获得对其未来职业生涯有用的能力。项目负责人应设计有助于同伴教师学习的同伴教学机会。
在线版本包含可在10.1007/s40670-025-02365-0获取的补充材料。
