Twelve tips for being an effective clinical skills peer teacher

Abstract

The vast majority of clinical skills teaching at our medical school in London is delivered through a peer teaching programme, with research demonstrating that medical students unequivocally prefer being taught clinical skills by peer teachers (students) over-qualified physicians. Peer teaching holds a plethora of benefits for both the learner and the teacher; encouraging academic and professional growth for teachers while instilling confidence in tutees through an improved learning atmosphere. Teaching is an essential skill for all physicians, and peer teaching is an invaluable method to cultivate these teaching skills throughout medical education. This article outlines 12 tips on how medical students can be effective and successful clinical skills peer teachers when faced with medical teaching opportunities, whether physically or remotely conducted. We reflect upon our roles as Peer Teacher Leads, overseeing a team of 200 medical student clinical skills peer teachers on behalf of the faculty at our university in London. We are responsible for leadership and quality assurance, holding key input into the organisation, development and delivery of clinical skills teaching. Therefore, we are able to impart unique insight and experience. This practical guidance is gathered from feedback, experience and the wider literature on the topic of peer teaching in clinical skills. We hope that these tips will enable medical student teachers to become more confident and competent in providing worthwhile training to their peers.

Keywords:

• Clinical
• clinical skills
• peer
• best evidence medical education
• collaborative/peer-to-peer

Acknowledgements

We would like to express our sincerest gratitude to Dr Hamed Khan, senior lecturer in clinical skills at St George’s, University of London for taking the time to review and provide feedback for this article in preparation for submission.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the original idea, content and writing of this article.

Additional information

Notes on contributors

Hamzah Farooq Niaz

Hamzah Farooq Niaz, BSc (Hons), is a 6th year medical student at St George’s University of London and the clinical skills peer tutor co-lead.

Jatin Rohit Mistry

Jatin Rohit Mistry, BSc (Hons), is a 5th year medical student at St George’s University of London, the clinical skills peer tutor co-lead and an anatomy demonstrator.