Peer-teaching could help bring sustainable healthcare into the medical education curriculum

Green, Madeline; Legard, Chloe

doi:10.1080/0142159x.2019.1659945

Cited by 5 publications

(6 citation statements)

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“…Yet the healthcare workforce and educators who train them are not adequately prepared to address these problems and advance potential solutions. The rising generation of health professionals increasingly demands that their education prepare them to create and work in a more sustainable future (Green and Legard 2020). It is therefore important to develop faculty knowledge and confidence to integrate planetary health and sustainable healthcare into health professions education, from undergraduate education to postgraduate training to continuing clinical practice.…”

Section: Introductionmentioning

confidence: 99%

Faculty development and partnership with students to integrate sustainable healthcare into health professions education

Tun

Wellbery

2020

Medical Teacher

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There is an urgent need for health professionals to address the impacts of accelerating global environmental change. Healthcare faculty therefore have to educate the rising generation of health professionals in subjects unfamiliar to themselves, such as planetary health and sustainable healthcare. This creates a new paradigm where faculty have to learn a new subject area and incorporate and teach it within their own material. It is important to develop faculty knowledge and confidence to integrate education for sustainable healthcare into their educational practice, as faculty can rapidly acquire and build on these skills. Partnership between students and faculty can enhance this faculty development as students bring fresh ideas and possibly greater knowledge of the climate and ecological crisis. Under supervision, they can co-create the necessary new learning. Students can also act as partners in advocating for social and environmental fairness and systemic change toward a sustainable healthcare system. We summarize the impact of various activities of health professions students around the world which advocate for institutional change and enhance faculty development in education for sustainable healthcare. Through diverse case studies from different countries, we illustrate faculty development in education for sustainable healthcare, highlighting student involvement which has enhanced educators' learning.

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Section: Introductionmentioning

confidence: 99%

Faculty development and partnership with students to integrate sustainable healthcare into health professions education

Tun

Wellbery

2020

Medical Teacher

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“…All these results indicate that during these sessions, the student gets multiple opportunities to learn and retain the knowledge and become a better version of themselves. [13][14][15] In the current study, medical students used only five learning media (viz., video, PowerPoint presentation, white board, chalk-and-talk, and chart) to present the assigned subtopic. However, in a study done in a medical college in Germany, among students while reading pharmacology, a variety of learning media were used.…”

Section: Discussionmentioning

confidence: 99%

Assessing the Merits and Effectiveness of Peer Teaching in Small Groups through the Employment of Different Learning Media

Shrivastava,

Shrivastava

2023

Avicenna J Med

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Background Peer teaching is a well-acknowledged method to facilitate teaching and learning among medical students. The objective of the study was to assess the merits and effectiveness of peer teaching in small groups using a student-centered approach through the employment of different learning media. Methodology This was a cross-sectional descriptive study conducted among a group of 34 students from third professional year. Purposive sampling was used, wherein students were subdivided into five small groups. At the beginning, a pretest consisting of 10 multiple-choice questions was conducted on the topic “Epidemiology of Hypertension.” This topic was further subdivided into five subtopics, and five separate learning media (viz., video, PowerPoint, white board, chalk-and-talk, and chart) were allocated using the lottery method. Each group discussed the allotted topic and then presented their findings in the large group using the assigned learning media, while other groups gave feedback, and the best group was decided through multivoting. Posttest was administered and the results were compared with the pretest. Data entry was done in Microsoft Excel and analysis was done using SPSS 16. Descriptive statistics and paired t-test was used to compare the results in pretest and posttest at p level < 0.05. Results This innovative session of peer teaching featured 34 students, with a mean age of 22 ± 1.3 years. While carrying out the Kirkpatrick Level 1 evaluation, almost 90% students liked the role of the facilitator in stimulating interest in the topic. There was a mean average increase of 1.7 marks on comparing the scores of posttest with pretest (Kirkpatrick Level 2), and the reported difference was statistically significant. Joyful learning 24 (66.7%) and group discussion 23 (63.9%) emerged as the most liked aspects of the session. Conclusion In conclusion, peer teaching through learning media is an effective method as it promotes active learning, improves communication skills, and improves the academic performance of students. Peer teaching using different learning media proved to be quite effective in improvement of knowledge about epidemiology of hypertension, the pros and cons of different learning media, and encouraged creativity among students.

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“…However, this contrasts with our ndings, with only 9.2% preferring peer teaching as the best way to teach SH. While their ndings included students from several medical schools, their suggestion was based on a relatively small sample size [22]. In comparison, while our study only included one medical school, the sample size was much greater (n = 163).…”

Section: Future Teachingmentioning

confidence: 92%

“…The use of shared online resources may provide an appealing method to overcome these obstacles, as re ected by our ndings. It has been previously described that pooled resources across medical schools can help to minimise the lack of SHT material available [20][21][22]. Online teaching in medical education has been an increasingly prevalent topic in literature over recent months due to COVID-19.…”

Section: Future Teachingmentioning

confidence: 99%

“…To address this, the use of peer teaching from fellow medical students has been proposed by Green and Legard. While they summarised the views of several medical schools, this included a relatively small cohort of 29 medical students [22]. Furthermore, Gandhi et al's paper suggested an approach for incorporating SHT in postgraduate medical education, based on Mortimer's 2010 paper.…”

Section: Introductionmentioning

confidence: 99%

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Sustainable Healthcare In Medical Education: The Student Perspective

Gupta¹,

Shantharam²,

MacDonald³

2021

Preprint

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Background:It is now a General Medical Council requirement to incorporate sustainable healthcare teaching (SHT) into medical curricula. To date, research has focussed on the perspective of educators and which sustainable healthcare topics to include in teaching. However, to our knowledge, no previous study has investigated the perspective of both undergraduate and postgraduate medical students in the UK regarding current and future incorporation of SHT in medical education.Methods:A questionnaire was circulated to clinical year medical students and students intercalating after completing at least one clinical year in a London University. The anonymous questionnaire consisted of sections on the environmental impact, current teaching and future teaching of SHT.Results:163 students completed the questionnaire. 93% of participants believed that climate change is a concern in current society, and only 1.8% thought they have been formally taught what sustainable healthcare is. No participants strongly agreed, and only 5 participants (3.1%) agreed, that they would feel confident in answering exam questions on this topic, with 89% agreeing that more SHT is needed. 60% believe that future teaching should be incorporated in both preclinical and clinical years, with 31% of participants preferring online modules as the method of teaching.Conclusion: Our novel study has stressed the lack of current sustainable healthcare teaching in the medical curriculum. From a student perspective, using online modules throughout medical school presents an attractive method of incorporating sustainable healthcare teaching in the future.

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Peer-teaching could help bring sustainable healthcare into the medical education curriculum

Cited by 5 publications

References 1 publication

Faculty development and partnership with students to integrate sustainable healthcare into health professions education

Faculty development and partnership with students to integrate sustainable healthcare into health professions education

Assessing the Merits and Effectiveness of Peer Teaching in Small Groups through the Employment of Different Learning Media

Sustainable Healthcare In Medical Education: The Student Perspective

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