“Rebuilding what has eroded”: a descriptive, survey-based study of near-peer instructors’ experiences in a critical pedagogy-based sociomedical course

Figures & data

Table 1 Facilitator responses regarding course content and related skills

Question		Number of responses (%)^a
	Strongly disagree	Disagree	Neither agree nor disagree	Agree	Strongly disagree
1. I have a greater appreciation of the impact of structural forces (race, gender, poverty) on the practice of medicine.			2 (7)	20 (74)	5 (19)
2. I have more confidence in my ability to communicate around emotionally charged topics (eg, death and dying) with colleagues and patients.			2 (7)	19 (70)	6 (22)
3. I am more likely to find meaning in the practice of medicine.			7 (26)	15 (56)	5 (19)
4. I feel more prepared to deal with a patient’s death.			14 (52)	7 (26)	6 (22)
5. I feel more prepared to deal with an angry or upset patient.			12 (44)	10 (37)	5 (19)

Note: ^aThere were a total of 27 responses.

Table 2 Facilitator responses regarding medical education and teaching

Question		Number of responses (%)^a
	Strongly disagree	Disagree	Neither agree nor disagree	Agree	Strongly disagree
1. I am more likely to seek out opportunities to teach medical students during residency.			2 (7)	9 (33)	16 (59)
2. I am more likely to discuss the impact of structural forces (race, gender, poverty, etc) on patients when I work with medical students.				14 (52)	13 (48)
3. I am more likely to explicitly discuss communication skills with medical students.			3 (12)	18 (69)	5 (19)
4. I am more likely to make medical education (in general) a part of my career.			5 (19)	11 (41)	11 (41)
5. I feel more prepared to deal with a patient’s death.		1 (4)	5 (19)	10 (37)	11 (41)
6. I am more likely as a resident to seek feedback on my teaching from medical students.		1 (4)	4 (15)	13 (48)	9 (33)

Note: ^aThere were a total of 27 responses, with the exception of question 3, for which there were 26 responses.

Table 3 Facilitator responses regarding self-care and medical practice

Question		Number of responses (%)^a
	Strongly disagree	Disagree	Neither agree nor disagree	Agree	Strongly disagree
1. I am more likely to make time for self-care during residency.		1 (4)	9 (33)	12 (44)	5 (19)
2. I am more able to engage in effective self-care during residency (eg, have more tools, or more effective tools for self-care at your disposal).		3 (12)	12 (44)	7 (26)	5 (19)
3. I am more likely to make time to build a supportive environment for my colleagues during residency.		1 (4)	7 (26)	13 (48)	6 (22)
4. I am more likely to build a supportive environment for my colleagues during residency (eg, have more tools, or more effective tools for building a supportive environment).		1 (4)	8 (30)	12 (44)	6 (22)
5. I am more likely to feel connected and compassionate toward my patients.			8 (31)	15 (58)	3 (12)
6. I am more likely to make time to talk about or otherwise process (eg, through writing or other forms of expression) my experiences and/or feelings during residency.		3 (12)	6 (23)	14 (54)	3 (12)
7. I feel more optimistic about residency.		1 (4)	16 (62)	9 (35)
8. I feel more satisfied with my decision to pursue medicine as a career.		1 (4)	3 (11)	15 (56)	8 (27)

Note: ^aThere were a total of 27 responses, with the exception of questions 3 and 7, where there 26 responses.

Table 4 Baseline characteristics of the 27 study participants

Participant characteristics	Number (%)
Teaching experience before medical school	4 (15)
One or more years between college and medical school	17 (63)
Served as teaching assistant for other medical school courses	14 (52)
Intended residency training^a
Internal medicine	10 (37)
Pediatrics	5 (19)
Family medicine	4 (15)
Medicine/pediatrics	3 (11)
Emergency medicine	3 (11)
Obstetrics and gynecology	2 (7.4)
Neurology	1 (4)
General surgery	1 (4)
Dermatology	1 (4)
Ophthalmology	1 (4)
Otorhinolaryngology	1 (4)

Note: ^aMore than one residency could be selected.

Table S1 Educational responses by teaching assistant experience

Question	Teaching assistant in other courses
	YES Mean (n=14)	NO Mean (n=13)	P-value
1. I am more likely to seek out opportunities to teach medical students during residency.	4.57	4.46	0.67
2. I am more likely to discuss the impact of structural forces (race, gender, poverty, etc) on patients when I work with medical students.	4.57	4.38	0.35
3. I am more likely to explicitly discuss communication skills with medical students.	4.15	4.00	0.50
4. I am more likely to make medical education (in general) a part of my career.	4.36	4.08	0.34
5. I feel more prepared to deal with a patient’s death.	4.43	3.85	0.08
6. I am more likely as a resident to seek feedback on my teaching from medical students.	4.29	3.92	0.24