A review of teaching skills development programmes for medical students

Marton, Gregory E; McCullough, Brendan J.; Ramnanan, Christopher J.

doi:10.1111/medu.12571

Cited by 66 publications

(78 citation statements)

References 43 publications

(263 reference statements)

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“…Though more rigorous quality assurance would be necessary if the sessions form part of the school's formal curriculum. A recent review identified peer teaching programmes, teaching workshops and community outreach programmes as the three leading initiatives for developing students' teaching skills (Marton, et al, 2015). Peer observation of peer teaching may also be valuable for ongoing development of teaching skills (Rees, et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

How does peer teaching compare to faculty teaching? A systematic review and meta-analysis

et al. 2015

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How does peer teaching compare to faculty teaching? A systematic review and meta-analysis Abstract PurposeIn undergraduate medical education, peer-teaching has become an established and common method to enhance student learning. Evidence suggests peer-teaching provides learning benefits for both learners and tutors.We aimed to describe the outcomes for medical students taught by peers through systematic review and meta-analysis of existing literature. MethodsSeven databases were searched through 21 terms and their Boolean combinations. Studies reporting knowledge or skills outcomes of students taught by peers compared to those taught by faculty or qualified clinicians were included.Extracted data on students' knowledge and skills outcomes were synthesised through a random effects model meta-analysis. Results Peer Teaching versus Faculty Teaching v6.0 2The search yielded 2,292 studies. 553 duplicates and 1,611 irrelevant articles were removed during title-screening. The abstracts of 128 papers were screened against the inclusion and exclusion criteria. Ten studies have been included in the review.Meta-analyses showed no significant difference in peer-teaching compared to faculty teaching for knowledge or skills outcomes, standardised mean differences were 0.07 (95% CI: -0.07, 0.21) and 0.11 (95% CI: -0.07, 1.29) respectively. ConclusionStudents taught by peers do not have significantly different outcomes to those taught by faculty. As the process of teaching helps to develop both tutor knowledge and teaching skills, peer-teaching should be supported.Peer Teaching versus Faculty Teaching v6.0

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Section: Discussionmentioning

confidence: 99%

How does peer teaching compare to faculty teaching? A systematic review and meta-analysis

et al. 2015

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“…A small but increasing number of medical schools, however, have now begun to offer teacher training to medical students, mostly as electives, incidentally as a mandatory course [4–6] and some schools offer longer elective teacher training pathways [7]. Training teaching skills requires practice opportunities.…”

Section: Introductionmentioning

confidence: 99%

How a teaching rotation in medical school affects graduates’ subsequent careers

2016

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IntroductionTeaching opportunities and teacher courses for medical students are increasingly offered by medical schools but little has been investigated about their long-term effect. The aim of our study was to investigate the long-term career effect of an intensive elective teaching experience for final year medical students.MethodsWe approached UMC Utrecht medical graduates who had taken a final year, 6‑week full time student teaching rotation (STR) elective, 6 to 9 years after graduation, with an online survey to ask about their educational activities and obtained teaching certificates, their current roles related to education, and their appreciation of the rotation, even if this was a long time ago. In addition, we surveyed control groups of students who had not taken the STR, divided into those who had expressed interest in the STR but had not been placed and those who had not expressed such interest.ResultsWe received responses from 50 STR graduates and 88 non-STR graduates (11 with interest and 77 without interest in the STR). STR graduates were more educationally active, had obtained more university teaching certificates and were more enthusiastic teachers. However, we could not exclude confounding, caused by a general interest in education even before the STR.ConclusionsOur findings indicate a high appreciation of the student teaching rotation and a likely but not proven long-term association between STR participation and building an educational career.

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“…Given the recent rise in popularity of peer teaching [4], and the mandate for students to develop teaching skills [2, 3], a number of teaching skills development programmes have been created for medical students [5]. Such programmes, aimed at improving the quality of teaching provided by students, have been classified broadly into three approaches: learning through experience of peer teaching, teacher training workshops, and students teaching school pupils in outreach events [5].…”

Section: Introductionmentioning

confidence: 99%

“…Such programmes, aimed at improving the quality of teaching provided by students, have been classified broadly into three approaches: learning through experience of peer teaching, teacher training workshops, and students teaching school pupils in outreach events [5]. Another method for improving the quality of teaching, which builds on learning from experience through peer teaching, is Peer Observation of Teaching (POT).…”

Section: Introductionmentioning

confidence: 99%

Developing students’ teaching through peer observation and feedback

2015

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With the increasing popularity and scale of peer teaching, it is imperative to develop methods that ensure the quality of teaching provided by undergraduate students. We used an established faculty development and quality assurance process in a novel context: peer observation of teaching for undergraduate peer tutors. We have developed a form to record observations and aid the facilitation of feedback. In addition, experienced peer tutors have been trained to observe peer-taught sessions and provide tutors with verbal and written feedback. We have found peer observation of teaching to be a feasible and acceptable process for improving quality of teaching provided by undergraduate medical students. However, feedback regarding the quality of peer observer’s feedback may help to develop students’ abilities further.

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A review of teaching skills development programmes for medical students

Abstract: Although several types of programmes have been shown to subjectively improve the teaching skills of undergraduate medical students, characterisation of the objective outcomes of these initiatives is lacking and requires further study.

Cited by 66 publications

References 43 publications

How does peer teaching compare to faculty teaching? A systematic review and meta-analysis

How does peer teaching compare to faculty teaching? A systematic review and meta-analysis

How a teaching rotation in medical school affects graduates’ subsequent careers

Developing students’ teaching through peer observation and feedback

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A review of teaching skills development programmes for medical students

Abstract: Although several types of programmes have been shown to subjectively improve the teaching skills of undergraduate medical students, characterisation of the objective outcomes of these initiatives is lacking and requires further study.

Cited by 66 publications

References 43 publications

How does peer teaching compare to faculty teaching? A systematic review and meta-analysis

How does peer teaching compare to faculty teaching? A systematic review and meta-analysis

How a&nbsp;teaching rotation in medical school affects graduates’ subsequent careers

Developing students’ teaching through peer observation and feedback

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How a teaching rotation in medical school affects graduates’ subsequent careers