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Twelve tips for implementation of "student-as-teacher" programs.

Authors
  • Freret, Taylor1
  • Rana, Jasmine1
  • Schwartzstein, Richard M1, 2
  • Gooding, Holly C1, 3
  • 1 a Harvard Medical School , Boston , MA , USA.
  • 2 b Center for Education, Carl J. Shapiro Institute for Education and Research at Beth Israel Deaconess Medical Center , Boston , MA , USA. , (Israel)
  • 3 c Division of Adolescent and Young Adult Medicine , Boston Children's Hospital , Boston , MA , USA.
Type
Published Article
Journal
Medical Teacher
Publisher
Informa UK (Taylor & Francis)
Publication Date
Dec 01, 2017
Volume
39
Issue
12
Pages
1221–1226
Identifiers
DOI: 10.1080/0142159X.2017.1333591
PMID: 28598708
Source
Medline
License
Unknown

Abstract

Much has been written about the learning benefits of peer teaching for medical trainees. What remains less certain is how practically to implement "Student-as-teacher" (SaT) programs combining teacher-skills training with hands-on teaching experiences for medical students to prepare them for their roles as teachers in residency and beyond. In this article, we address this gap by outlining twelve tips for the implementation of SaT programs based on review of the literature and our experience implementing SaT curricula at our institution. We have organized the tips into three domains (i.e. preimplementation, implementation and postimplementation) to encourage SaT coordinators to iteratively consider how to continually enhance SaT programs before, during and after their implementation.

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