‘Educator with a capital E’: Comparing medical education experiences of student-as-teacher elective participants and peers

Onorato, Sarah; Schwartz, Andrea Wershof; Beltran, Christine P; Richards, Jeremy B.

doi:10.1080/0142159x.2021.1962831

Cited by 9 publications

(11 citation statements)

References 15 publications

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“…However, a minority of physicians responsible for teaching medical students, residents, and fellows undergo such training. In this context, we recommend that medical education skills should be taught early for all physicians, starting during undergraduate medical education, just as with research and clinical skills [ 13 , 14 ]. For those who identify as medical educators, with medical education as their career focus, medical education fellowship programs can serve as a model of more intensive, focused, and longitudinal faculty development strategies to develop the skills necessary to be a leader in medical education [ 11 , 12 ].…”

Section: Importance Of Dedicated Longitudinal Training For Teaching Skillsmentioning

confidence: 99%

Training medical educators to teach: bridging the gap between perception and reality

Trainor

Richards

2021

Isr J Health Policy Res

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Teaching is a core expectation of physicians in academic hospitals and academic medical centers, but best practices for training physicians to teach have not been established. There is significant variability in how physicians are trained to teach medical students and residents across the world, and between Israeli hospitals. In an article published earlier this year in the Israel Journal of Health Policy Research, Nothman and colleagues describe a survey of 245 Israeli physicians in departments of internal medicine, pediatrics, and obstetrics and gynecology, at four different faculties of medicine across Israel. The majority of Israeli physicians responding to this survey reported receiving minimal training to teach, with only 35% receiving any training focused on medical education skills, most (55%) receiving training of only 1–2 days duration. In addition, the physicians surveyed perceived their training as inadequate and not aligned with their self-perceived educational needs. Furthermore, the respondents felt strongly that “compensation and appreciation” for medical education was less than for those involved in research. Despite the general lack of training in teaching skills and the perception that teaching physicians are less valued than researchers, survey respondents rated themselves as highly confident in most domains of medical education. In this context, this commentary reviews the disconnect between the general perception that all physicians can and should engage in teaching in the clinical setting with the well-described observation that competence in medical education requires dedicated and longitudinal training. Leveraging best practices in curriculum design by aligning educational interventions for teaching physicians with their self-perceived needs is discussed, and models for dedicated faculty development strategies for teaching medical education skills to physicians are reviewed. Finally, the importance of and potential strategies for assessing teaching physicians’ effectiveness in Israel and elsewhere are considered as a means to address these physicians’ perception that they are not as valued as researchers. Understanding teaching physicians’ perspectives on and motivations for training medical students and residents is critical for supporting the frontline teaching faculty who educate future healthcare providers at the bedside in medical schools, hospitals, and academic medical centers in Israel and beyond.

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Section: Importance Of Dedicated Longitudinal Training For Teaching Skillsmentioning

confidence: 99%

Training medical educators to teach: bridging the gap between perception and reality

Trainor

Richards

2021

Isr J Health Policy Res

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“…6 Recognizing that physicians start assuming educator roles upon entry into their residency programs, several institutions have offered formal teaching opportunities to senior medical students in preparation for this transition. 7,8,9 To address the need for junior clinicians to develop insight into teaching skills and to the field of medical education in general, our institution developed a two-week elective entitled "An Introduction to the Art and Science of Clinical Teaching". 10 We intentionally situated the elective in the latter months of the fourth (and final) year of undergraduate medical school training.…”

Section: To the Editormentioning

confidence: 99%

“…Previous studies have evaluated the perceptions and experiences of student participants of similar teaching electives offered at institutions across North America. 1 , 7 , 8 , 9 These studies have noted high levels of student enjoyment, but challenges exist in ascertaining outcomes of the elective beyond student satisfaction. We sought to evaluate the experience of the elective of participating students via two focus groups (2017 and 2018 cohorts) and surveys.…”

Section: To the Editormentioning

confidence: 99%

“…This finding has been noted in other studies of medical students that engage in similar electives. 9 Next, the medical students relayed the value of being exposed to professors and educators in the field of medical education (creating a culture of promotion of teaching).Finally, there was an appreciation of the need to form alliances with like-minded students who have an interest in becoming medical educators (building a community). Prior to the elective, students were acutely aware of the need to hone teaching-related skills and practices.…”

Section: To the Editormentioning

confidence: 99%

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Developing the next generation of medical educators: assessing the impact of a clinical teaching elective offered to senior medical students

Khamisa

Fellus

et al. 2022

Int J Med Educ

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“…The Medical Education Longitudinal Elective was rst implemented in the 2017-2018 academic year as an 8-month-long elective at Harvard Medical School for post-clerkship medical students (10)(11)(12). The course consists of three main components: a monthly seminar series covering core medical education topics, a near-peer teaching requirement, and the requirement that students develop a curriculum project.…”

Section: Setting Participants and Curriculummentioning

confidence: 99%

Design Thinking for Curricular Innovations: A pilot study of a design thinking module for educational project design embedded within a student-as teacher course

Caton

Chung

Richards

et al. 2022

Preprint

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BackgroundThere is growing interest in incorporating curriculum development skills within medical school student-as-teacher (SaT) courses. Design thinking is a method for human-centered, systematic, creative problem solving. Design thinking may be well-suited to developing learner-centered pedagogy given its emphasis on empathizing with the end-user. The authors used principles from design thinking to teach curriculum development in a SaT course. MethodsIn academic year (AY) 2018-2019, senior medical students enrolled in a SaT course participated in two newly developed seminars on curriculum development using design thinking and then created curriculum projects. These students completed a pre and post course survey, as did a comparison group of students from a medical education interest group listserv. The AY18-19 students’ curriculum projects were compared with the previous year’s students’ curriculum projects (AY17-18). ResultsThe AY18-19 group’s curriculum projects were more likely to address a specific curricular need than the AY17-18 group’s projects. After completing the curriculum, AY18-19 group students were more confident in their ability to identify gaps in existing curricula and design and implement educational projects.ConclusionsMedical students with an interest in medical education were capable of learning curriculum development skills. Design thinking’s emphasis on tackling complex human problems by empathizing with the end user make it well-suited to engage students in the development of learner-centered educational products.

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‘Educator with a capital E’: Comparing medical education experiences of student-as-teacher elective participants and peers

Cited by 9 publications

References 15 publications

Training medical educators to teach: bridging the gap between perception and reality

Training medical educators to teach: bridging the gap between perception and reality

Developing the next generation of medical educators: assessing the impact of a clinical teaching elective offered to senior medical students

Design Thinking for Curricular Innovations: A pilot study of a design thinking module for educational project design embedded within a student-as teacher course

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