Developing Medical Students as Teachers: An Anatomy-Based Student-As-Teacher Program with Emphasis on Core Teaching Competencies

作者：Erie Andrew Jay; Starkman Sidney J; Pawlina Wojciech; Lachman Nirusha^*

来源：Anatomical Sciences Education, 2013, 6(6): 385-392.

DOI：10.1002/ase.1364

• gross anatomy education
• medical education
• near-peer teaching
• peer-teaching
• peer-learning
• teaching assistants
• students-as-teachers
• teaching competencies
• residency preparation

Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching is widely regarded as an effective teaching modality; however, whether near-peer teaching experiences in medical school prepare students for the teaching demands of residency is less understood. We explored whether the anatomy-based SAT program through the Human Structure didactic block at Mayo Medical School addressed the core teaching competencies of a medical educator and prepared its participants for further teaching roles in their medical careers. A web-based survey was sent to all teaching assistants in the anatomy-based SAT program over the past five years (2007-2011). Survey questions were constructed based on previously published competencies in seven teaching domains - course development, course organization, teaching execution, student coaching, student assessment, teacher evaluation, and scholarship. Results of the survey indicate that participants in the anatomy-based SAT program achieved core competencies of a medical educator and felt prepared for the teaching demands of residency. Anat Sci Educ 6: 385-392.

• 出版日期2013-11