Twelve tips for implementation of "student-as-teacher" programs.
a Harvard Medical School , Boston , MA , USA.
b Center for Education, Carl J. Shapiro Institute for Education and Research at Beth Israel Deaconess Medical Center , Boston , MA , USA.
c Division of Adolescent and Young Adult Medicine , Boston Children's Hospital , Boston , MA , USA.
- Published Article
Informa UK (Taylor & Francis)
- Publication Date
Dec 01, 2017
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.
Report this publication
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine.
This record was last updated on 06/09/2018 and may not reflect the most current and accurate biomedical/scientific data available from NLM.
The corresponding record at NLM can be accessed at https://www.ncbi.nlm.nih.gov/pubmed/28598708