Students‐As‐Teachers: Fostering medical educators

Abstract

Background: While mounting evidence supports various benefits of Students-As-Teachers (SAT) curricula in preparing students to teach, limited SAT electives are offered across Canada. We developed a 4-week SAT selective for fourth-year medical students at the University of Toronto to enhance medical education knowledge and teaching skills. This study aimed to evaluate the SAT programme and its impact on students' development as educators, their experience as learners and educators, and their future plans for involvement with medical education.Approach: Students participated in highly interactive small group seminars and teaching opportunities in nonclinical and clinical environments. Course evaluation consisted of pre-selective and post-selective surveys and written reflections on the selective experience and future career aspirations. A theory-based evaluation approach was utilized to compare the SAT programme's theory with course outcomes.Evaluation: Post-SAT selective, students self-reported greater knowledge and confidence in teaching methods, provision of feedback, medical education scholarship, and interest in further medical education training. Student reflections highlighted three key themes. Identity formation as educators and the importance of mentorship in medical education aligned with our programme theory, while an unexpected outcome included a shifting perception on teaching and feedback from a learner to an educator lens. tion of teacher identity, and promote growth as educators and interest in medical education. [6][7][8][9] Furthermore, as residents spend considerable time teaching medical students who value near-peer

Psychological safety and self-regulated learning through near-peer learning for the sustainability of rural community-based medical education: grounded theory approach

“…This change can be supported by continual re ection and support for medical trainees' participation in patient care. Continual re ection is shown to drive medical trainees' participation in medical care and reduce the gap between trainees and teachers [38,39]. As this study shows, continual participation in patient management as a team member, based on cognitive apprenticeship and LPP, can make medical trainees feel a sense of ownership over patient care, which can improve their engagement in CBME [40,41].…”