Involvement in teaching improves learning in medical students: a randomized cross-over study

Peets, Adam; Coderre, Sylvain; Wright, Bruce; Jenkins, Deirdre; Burak, Kelly W.; Leskosky, Shannon; McLaughlin, Kevin

doi:10.1186/1472-6920-9-55

Cited by 100 publications

(85 citation statements)

References 22 publications

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“…As previous research has shown, teaching others can be an effective way to enhance learning (e.g., Biswas et al, 2010;King et al, 1998;Palinscar & Brown, 1984;Peets et al, 2009;Roscoe & Chi, 2007) across a wide range of age groups including college (Annis, 1983), high school (Cloward, 1967;Morgan & Toy, 1970), middle school (Jacobson et al, 2001), and elementary school (Fuchs et al, 1996). That is, through learning by teaching, individuals theoretically learn content more deeply by teaching it to others compared with learning the content just for oneself.…”

Section: Learning By Teachingmentioning

confidence: 99%

“…To date, the majority of previous research within the learning by teaching paradigm has focused on the effects of learning by teaching on learning outcomes (Biswas et al, 2010;Palinscar & Brown, 1984;Peets et al, 2009;Roscoe & Chi, 2007). Although some studies have explored whether learners organize and structure the content differently when learning by teaching, interpretations of these differences were based on learners' retrospective self-reports, on transfer tasks that required a better organizational structure of the content for greater performance, or on delayed performance tests (see Fiorella & Mayer, 2013).…”

Section: Theoretical Implicationsmentioning

confidence: 99%

“…That is, through learning by teaching, individuals theoretically learn content more deeply by teaching it to others compared with learning the content just for oneself. However, the reasons for this positive effect on learning remain unclear (Fiorella & Mayer, 2013;Galbraith & Winterbottom, 2011;Peets et al, 2009;Rohrbeck, GinsburgBlock, Fantuzzo, & Miller, 2003;Roscoe & Chi, 2007), and some research has shown no positive effects (Renkl, 1995) or negative effects (Ehly, Keith, & Bratton, 1987) on learning. In their seminal article, Bargh and Schul (1980) proposed that the expectation of teaching content to others results in a change in the way individuals study that material compared with normal studying for oneself.…”

Section: Learning By Teachingmentioning

confidence: 99%

“…Within the broader learning by teaching paradigm, research has focused primarily on learning outcomes (e.g., Biswas et al, 2010;Palinscar & Brown, 1984;Peets et al, 2009;Roscoe & Chi, 2007). Few studies have explored self-reported or actual cognitive or metacognitive processes during learning by teaching (De Backer et al, 2012;King et al, 1998;Roscoe, 2014;Roscoe & Chi, 2007).…”

Section: The Current Studymentioning

confidence: 99%

See 3 more Smart Citations

Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving.

Muis

Psaradellis

Chevrier

et al. 2016

Journal of Educational Psychology

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We developed an intervention based on the learning by teaching paradigm to foster self-regulatory processes and better learning outcomes during complex mathematics problem solving in a technologyrich learning environment. Seventy-eight elementary students were randomly assigned to 1 of 2 conditions: learning by preparing to teach, or learning for learning (control condition). Students' conceptualizations (task definitions) of the problem, self-regulatory processes, and mathematics achievement were then compared across the 2 conditions. To measure task definitions of the mathematics problem, students developed concept maps of the problem using a tablet application. To capture self-regulatory processes, students were asked to think out loud as they solved the problem. Results revealed that students in the learning by preparing to teach intervention developed a more detailed and better-organized concept map of the problem compared with students in the control condition. Students in the learning by preparing to teach intervention also engaged in more metacognitive processing strategies and had higher levels of mathematics problem solving achievement compared with students in the control condition. No differences were found, however, in planning and goal setting or in use of cognitive strategies across the 2 conditions. Implications of this research suggest students' initial task definitions may be a key factor in differences found when learning by teaching compared with solely learning for learning.

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Section: Learning By Teachingmentioning

confidence: 99%

Section: Theoretical Implicationsmentioning

confidence: 99%

Section: Learning By Teachingmentioning

confidence: 99%

Section: The Current Studymentioning

confidence: 99%

See 2 more Smart Citations

Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving.

Muis

Psaradellis

Chevrier

et al. 2016

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

“…There is also evidence to suggest that teaching has a beneficial effect on the teachers, be they students themselves 7 or post-graduates 8 , as it improves confidence and often solidifies knowledge learned previously.…”

Section: Discussionmentioning

confidence: 99%

Interns as teachers of medical students: a pilot programme

et al. 2010

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Independent learning modules enhance student performance and understanding of anatomy

Serrat

Dom

Buchanan

et al. 2014

Anatomical Sciences Ed

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Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in anatomy, self-study modules were introduced to supplement human gross anatomy instruction at Joan C. Edwards School of Medicine at Marshall University. Modules use three-dimensional constructs to help students understand complex anatomical regions. Resources are self-contained in portable bins and are accessible at any time. Students use modules individually or in groups in a structured self-study format that augments material presented in lecture and laboratory. Pilot outcome data, measured by feedback surveys and examination performance statistics, suggest that the activity may be improving learning in gross anatomy. Positive feedback on both pre- and post-examination surveys showed that students felt the activity helped to increase their understanding of the topic. In concordance with student perception, average examination scores on module-related laboratory and lecture questions were higher in the two years of the pilot program compared with the year before its initiation. Modules can be fabricated on a modest budget using minimal resources, making implementation practical for smaller institutions. Upper level medical students assist in module design and upkeep, enabling continuous opportunities for vertical integration across the curriculum. This resource offers a feasible mechanism for enhancing independent and lifelong learning competencies, which could be a valuable complement to any gross anatomy curriculum.

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Involvement in teaching improves learning in medical students: a randomized cross-over study

Cited by 100 publications

References 22 publications

Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving.

Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving.

Interns as teachers of medical students: a pilot programme

Independent learning modules enhance student performance and understanding of anatomy

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