1,621
Views
29
CrossRef citations to date
0
Altmetric
Research Article

Student–teacher education programme (STEP) by step: Transforming medical students into competent, confident teachers

&

References

  • Alcamo AM, Davids AR, Way DP, Lynn DJ, Vandre DD. 2010. ‘The impact of a peer-designed and -led USMLE Step 1 review course: Improvement in preparation and scores’. Acad Med: J Assoc Am Med Coll 85(10 Suppl):S45–S48
  • Baillie S, Shore H, Gill D, May SA. 2009. ‘Introducing peer-assisted learning into a veterinary curriculum: A trial with a simulator. J Vet Med Educ 36(2):174–179
  • Bannard-Smith J, Bishop S, Gawne S, Halder N. 2012. Twelve tips for junior doctors interested in a career in medical education. Med Teach 34(12):1012–1016
  • Barnes HV, Albanese M, Schroeder J, Reiter S. 1978. Senior medical students teaching the basic skills of history and physical examination. J Med Educ 53(5):432–434
  • Bentley BS, Hill RV. 2009. Objective and subjective assessment of reciprocal peer teaching in medical gross anatomy laboratory. Anatom Sci Educ 2(4):143–149
  • Bing-You RG, Greenberg LW. 1990. Training residents in clinical teaching skills: A resident-managed program. Med Teacher 12(3–4):305–309
  • Blatt B, Greenberg L. 2007. A multi-level assessment of a program to teach medical students to teach. Adv Health Sci Educ 12(1):7–18
  • Bloom BS. 1956. Taxonomy of educational objectives; the classification of educational goals, 1st ed. New York: Longmans, Green
  • Boynton PM. 2004. Administering, analysing and reporting your questionnaire. Br Med J 328:1372–1375
  • Bulte C, Betts A, Garner K, Durning S. 2007. Student teaching: Views of student near-peer teachers and learners. Med Teach 29(6):583–590
  • Burke J, Fayaz S, Graham K, Matthew R, Field M. 2007. Peer-assisted learning in the acquisition of clinical skills: A supplementary approach to musculoskeletal system training. Med Teach 29(6):577–582
  • Correa R, Brugal Y, Valentin L, Perez J, Perez-Guma J. 2009. ‘Peer-teaching: An effective learning experience?’ Puerto Rico Health Sci J 28(1):83–83
  • Dandavino M, Snell L, Wiseman J. 2007. Why medical students should learn how to teach. Med Teacher 29(6):558–565
  • Dickson JM, Harrington R, Carter MJ. 2011. Teaching clinical examination using peer-assisted learning amongst graduate-entry students. Clin Teach 8(1):8–12
  • Drouin J, Denis M, Nadeau L, Chenier Y. 2006. Medical students as teachers and role models for their future colleagues. Med Teach 28(7):618–624
  • Edwards JC, Kissling GE, Plauche WC, Marier RL. 1988. Evaluation of a teaching skills improvement programme for residents. Med Educ 22(6):514–517
  • Field M, Burke J, Lloyd D, McAllister D. 2004. Peer-assisted learning in clinical examination. Lancet 363(9407):490–491
  • Field M, Burke JM, McAllister D, Lloyd DM. 2007. Peer-assisted learning: A novel approach to clinical skills learning for medical students. Med Educ 41(4):411–418
  • Giuliodori MJ, Lujan HL, DiCarlo SE. 2006. Peer instruction enhanced student performance on qualitative problem-solving questions. Adv Physiol Educ 30(4):168–173
  • Graham K, Burke JM, Field M. 2008. Undergraduate rheumatology: Can peer-assisted learning by medical students deliver equivalent training to that provided by specialist staff? Rheumatol 47(5):652–655
  • Greenberg LW, Jewett LS. 1987. Preparing medical students to teach: An educational program using three approaches. Med Teach 9(4):409–414
  • Griffith CH III, Wilson JF, Haist SA, Ramsbottom-Lucier M. 1997. Relationships of how well attending physicians teach to their students’ performances and residency choices. Acad Med: J Assoc Am Med Coll 72(10 Suppl 1):S118–S120
  • Griffith CH, Georgesen JC, Wilson JF. 2000. Six-year documentation of the association between excellent clinical teaching and improved students’ examination performances. Acad Med 75(10):S62–S64
  • Haist SA, Wilson JF, Brigham NL, Fosson SE, Blue AV. 1998. Comparing fourth-year medical students with faculty in the teaching of physical examination skills to first-year students’. Acad Med: J Assoc Am Med Coll 73(2):198–200
  • Harden RM, Grant J, Buckley G, Hart IR. 2000. ‘Best evidence medical education’. Adv Health Sci Educ: Theory Pract 5(1):71–90
  • Henry BW, Haworth JG, Hering P. 2006. ‘Perceptions of medical school graduates and students regarding their academic preparation to teach. Postgrad Med J 82(971):607–612
  • Hill AG, Yu TC, Barrow M, Hattie J. 2009. A systematic review of resident-as-teacher programmes. Med Educ 43(12):1129–1140
  • Hill E, Liuzzi F, Giles J. 2010. Peer-assisted learning from three perspectives: Student, tutor and co-ordinator. Clin Teach 7(4):244–246
  • Houwink AP, Kurup AN, Kollars JP, Kollars CAK, Carmichael SW, Pawlina W. 2004. Help of third-year medical students decreases first-year medical students’ negative psychological reactions on the first day of gross anatomy dissection. Clin Anat 17(4):328–333
  • Hudson JN, Tonkin AL. 2008. Clinical skills education: Outcomes of relationships between junior medical students, senior peers and simulated patients. Med Educ 42(9):901–908
  • Jafri W, Mumtaz K, Burdick WP, Morahan PS, Freeman R, Zehra T. 2007. Improving the teaching skills of residents as tutors/facilitators and addressing the shortage of faculty facilitators for PBL modules. BMC Med Educ 7:34
  • Johansen ML, Martenson DF, Bircher J. 1992. Students as tutors in problem-based learning: Does it work? Med Educ 26(2):163–165
  • Josephson SA, Whelan AJ. 2002. A new first-year course designed and taught by a senior medical student. Acad Med 77(12):1207–1211
  • Juenger J, Schultz JH, Schoenemann J, Wagener S, Drude N, Duelli R, Resch F. 2009. AMEE Guide Supplements: Peer-assisted learning: A planning and implementation framework. Guide supplement 30.6–practical application. Med Teach 31(1):55–56
  • Kassab S, Abu-Hijleh MF, Al-Shboul Q, Hamdy H. 2005. Student-led tutorials in problem-based learning: Educational outcomes and students’ perceptions. Med Teach 27(6):521–526
  • Kennedy TTJTAL. 2006. Making sense of grounded theory in medical education. Med Educ 40:101–108
  • Kerfoot BP, Nabha KS, Hafler JP. 2004. Designing a surgical ‘resident-as-teacher’ programme. Med Educ 38(11):1190
  • Kibble J, Hansen PA, Nelson L. 2006. Use of modified SOAP notes and peer-led small-group discussion in a Medical Physiology course: Addressing the hidden curriculum. Adv Physiol Educ 30(4):230–236
  • Kim JE, Schickedanz AD, Chou CL. 2010. Near-peer workshops for pre-clerkship physical examination skills. Med Educ 44(5):499–500
  • Kirkpatrick DL. 1959. Techniques for evaluating training programs. J Am Soc Training Directors (Training and Development Journal) 13(11):3–9
  • Knobe M, Munker R, Sellei RM, Holschen M, Mooij SC, Schmidt-Rohlfing B, Niethard FU, Pape HC. 2010. Peer teaching: A randomised controlled trial using student-teachers to teach musculoskeletal ultrasound. Med Educ 44(2):148–155
  • Leeper H, Chang E, Cotter G, MacIntosh P, Scott F, Apantaku L, Broutman L, Lazarus C. 2007. A student-designed and student-led sexual-history-taking module for second-year medical students. Teach Learn Med 19(3):293–301
  • Lockspeiser TM, O’Sullivan P, Teherani A, Muller J. 2008. Understanding the experience of being taught by peers: The value of social and cognitive congruence. Adv Health Sci Educ 13(3):361–372
  • Mann KV, Sutton E, Frank B. 2007. Twelve tips for preparing residents as teachers. Med Teach 29(4):301–206
  • Maudsley G. 2011. Mixing it but not mixed-up: Mixed methods research in medical education (a critical narrative review). Med Teach 33(2):e92–e104
  • Mazur E. 2009. Education. Farewell, lecture? Science 323(5910):50–51
  • McAleer S. 1994. Designing a questionnaire. Educ Gen Pract 5:38–43
  • Morrison EH, Hafler JP. 2000. Yesterday a learner, today a teacher too: Residents as teachers in 2000. Pediatrics 105(1):238–241
  • Morse JMFPA. 1995. Qualitative research methods for health professionals, 2nd ed. Thousand Oaks: SAGE
  • Nnodim JO. 1997. A controlled trial of peer-teaching in practical gross anatomy. Clin Anat 10(2):112–117
  • Pasquale SJ, Pugnaire MP. 2002. Preparing medical students to teach. Acad Med J Assoc Am Med Coll 77(11):1175–1176
  • Pasquinelli LM, Greenberg LW. 2008. A review of medical school programs that train medical students as teachers (MED-SATS). Teach Learn Med 20(1):73–81
  • Pepe EA, Hodel CG, Bosshart DA. 1980. Use of peers to teach interviewing and clinical problem-solving. J Med Educ 55(9):800
  • Perry ME, Burke JM, Friel L, Field M. 2010. Can training in musculoskeletal examination skills be effectively delivered by undergraduate students as part of the standard curriculum? Rheumatology 49(9):1756–1761
  • Rao SP, DiCarlo SE. 2000. Peer instruction improves performance on quizzes. Adv Physiol Educ 24(1):51–55
  • Resnick PJ, MacDougall E. 1976. The use of senior medical students as preceptors in freshman clinical science. J Med Educ 51(09):763–765
  • Rodrigues J, Sengupta A, Ramoutar D, Maxwell S. 2010. Are UK junior doctors being taught to teach? Med Educ 44(3):324
  • Salerno-Kennedy R, Henn P, O’Flynn S. 2010. Implementing peer tutoring in a graduate medical education programme. Clin Teach 7(2):83–89
  • Shiozawa T, Hirt B, Celebi N, Baur F, Weyrich P, Lammerding-Koppel M. 2010. ‘Development and implementation of a technical and didactical training program for student tutors in the dissection course’. Ann Anat-Anatomischer Anzeiger 192(6):355–360
  • Smith MK, Wood WB, Adams WK, Wieman C, Knight JK, Guild N, Su TT. 2009. Why peer discussion improves student performance on in-class concept questions. Science 323(5910):122–124
  • Sobral DT. 2002. Cross-year peer tutoring experience in a medical school: Conditions and outcomes for student tutors. Med Educ 36(11):1064–1070
  • Soriano RP, Blatt B, Coplit L, CichoskiKelly E, Kosowicz L, Newman L, Pasquale SJ, Pretorius R, Rosen JM, Saks NS, Greenberg L. 2010. Teaching medical students how to teach: A national survey of students-as-teachers programs in U.S. medical schools. Acad Med 85(11):1725–1731
  • Stern DT, Williams BC, Gill A, Gruppen LD, Woolliscroft JO, Grum CM. 2000. Is there a relationship between attending physicians’ and residents’ teaching skills and students’ examination scores? Acad Med: J Assoc Am Med Coll 75(11):1144–1146
  • Tang TS, Hernandez EJ, Adams BS. 2004. “Learning by teaching”: A peer-teaching model for diversity training in medical school. Teach Learn Med 16(1):60–63
  • Ten Cate O. 2007. A teaching rotation and a student teaching qualification for senior medical students. Med Teach 29(6):566–571
  • Ten Cate O, Durning S. 2007. Dimensions and psychology of peer teaching in medical education. Med Teach 29(6):546–552
  • Topping KJ. 1996. The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher Educ 32(3):321–345
  • Vygotsky L. 1986. Thought and language. Cambridge: The MIT Press
  • Weidner TG, Popp JK. 2007. ‘Peer-assisted learning and orthopaedic evaluation psychomotor skills. J Athletic Train 42(1):113–119
  • Yardley S, Dornan T. 2012. Kirkpatrick’s levels and education ‘evidence’. Med Educ 46(1):97–106
  • Young L, Orlandi A, Galichet B, Heussler H. 2009. Effective teaching and learning on the wards: Easier said than done? Med Educ 43(8):808–817
  • Zijdenbos I, Fick T, ten Cate O. 2011. How we offer all medical students training in basic teaching skills. Med Teach 33(1):24–26

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.