“Student-as-educator” development programs to promote a sustainable educational workforce for the future

Caramori, Ugo; Amaral, Eliana; Caramori, Jacqueline Teixeira; Senger, Maria Helena; Tibiriçá, Sandra Helena Cerrato; Garcia, Vera Lúcia; Oliveira, Daniel Fernandes Mello de; Campos, Henry de Holanda

doi:10.1080/0142159x.2021.1929907

Cited by 3 publications

(5 citation statements)

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“…In accordance with our results, facilitators of FAIMER-Brazil designed a 'student-as-educator' training program to introduce the core knowledge and expertise of a medical educators as an early step in enhancing students' engagement throughout the educational continuum (1) . Also, in accordance with our results students had positive points of view about the endof-course teaching presentation as they thought that it was an important vehicle for them to synthesize their new knowledge as Pasquale and Pugnaire mentioned (7) .…”

Section: Discussionsupporting

confidence: 78%

“…Physicians also give health education to patients that have a positive effect on patients' compliance and health outcomes, so all doctors should be competent educators. SAT programs participate in faculty development by student engagement and promoting partnerships (1) .…”

Section: Introductionmentioning

confidence: 99%

“…As a first step in boosting students' engagement throughout the educational continuum, the facilitators of FAIMER-Brazil created a "student-as-teacher" training program to introduce the fundamental knowledge and skills of a medical educator (1) .…”

Section: Introductionmentioning

confidence: 99%

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Designing, Implementation and Evaluation of “Student as Teacher” Elective Course for Undergraduate Students at the Faculty of Medicine, Suez Canal University

Ibrahim¹,

Fouad

Kamal³

et al. 2023

The Egyptian Journal of Hospital Medicine

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Background: Student as teacher programs are training courses designed aiming to motivate students in medical education and provide them with the fundamental expertise of the teachers. Objective: The aim of the current study was to develop a framework for introducing "Student as Teacher" course as one of the essential training programs for all of the undergraduate students as a step to enable the future graduates to be professional educators. Subjects and methods:The present study is a descriptive/quasi-experimental one that included 37 first-year medical students assessing the difference in their knowledge, skills and attitude before and after the implementation of the "Student as Teacher" course at FOM-SCU. A 6-weeks course was designed and implemented addressing several topics. Students' satisfaction regarding the course was also assessed through structured self-administered questionnaires that evaluate the course. Results: A significant difference between the students' scores in the pre and post-tests was detected and there was 100% satisfied with the course. Conclusion: There is a need to include a "Student as Teacher" course in the undergraduate curriculum at the Faculty of Medicine, Suez Canal University as it improves the knowledge, skills and attitude of the first-year students regarding their teaching skills as a significant difference between their scores in the pre and post-tests was detected.

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Section: Discussionsupporting

confidence: 78%

Section: Introductionmentioning

confidence: 99%

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Designing, Implementation and Evaluation of “Student as Teacher” Elective Course for Undergraduate Students at the Faculty of Medicine, Suez Canal University

Ibrahim¹,

Fouad

Kamal³

et al. 2023

The Egyptian Journal of Hospital Medicine

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“…Por fim, vale ressaltar que, além da monitoria, as iniciativas de formação para a docência em modalidades diferentes são fundamentais tanto na graduação, como demonstrado por Caramori et al 23,24 que desenvolveram oficinas formativas, quanto na residência médica, cujo papel é envolver especialistas em formação com práticas estruturadas de ensino na saúde, como mencionado por Feijó et al 25,26 .…”

Section: Em Seguida "Aprendizados Desenvolvidos"unclassified

Monitoria acadêmica: uma formação docente para discentes

Souza,

Oliveira

2023

Rev. bras. educ. med.

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Resumo Introdução: A monitoria acadêmica é um processo de formação e introdução à docência que é prevista nas Diretrizes Curriculares Nacionais de 2014 e tem o potencial de conferir maior competência à área de educação em saúde a qual é valorizada pelo Sistema de Acreditação de Escolas Médicas como um indicador internacional de qualidade. Objetivo: O estudo buscou identificar as principais potencialidades e desafios da monitoria acadêmica na formação médica. Método: Trata-se de um estudo observacional descritivo de caráter transversal realizado com 11 estudantes de Medicina, por meio de entrevistas semiestruturadas e com análise de dados feita a partir de uma abordagem qualitativa do tipo textual-discursiva. Resultado: Os códigos foram reunidos em quatro categorias: 1. motivações para participação, 2. desafios enfrentados, 3. aprendizados desenvolvidos e 4. carreira docente. A principal motivação foi currículo, seguido de interesse em aprender conteúdo. Os maiores desafios foram o desenvolvimento da responsabilidade e a explicação do conteúdo. Dentre os aprendizados, habilidades didáticas, aprendizagem significativa e metodologias de ensino foram as mais prevalentes. Em termos de carreira, a monitoria ao menos apresentou a docência como possibilidade para além da prática médica assistencial, e os aspectos ser facilitador, ter habilidades interpessoais e preocupar-se com o aluno constituíram a tríade - na visão dos monitores - de um “bom professor”. Conclusão: A monitoria acadêmica é uma prática didático-pedagógica capaz de estimular o interesse e a profissionalização da carreira docente. Além disso, deve ser incentivada pelas políticas públicas e institucionais com o objetivo de qualificar futuros médicos para que possam atuar como educadores em e na saúde.

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“…Nonetheless, positive effects outlast these FRIs. For the Brazil FRI, an ongoing initiative to provide HPE training for undergraduate medical students51 would not have been possible without the Brazil-FRI training and leadership. For SAFRI, fellows offer a virtual postgraduate diploma in HPE as a foundation for ongoing faculty development in the region 52.…”

mentioning

confidence: 99%

FAIMER Global Faculty Development: A Sustainable Partnership Model to Advance Health Professions Education

Vyas¹,

Morahan²,

Yuan³

et al. 2023

Academic Medicine

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The Foundation for Advancement of International Medical Education and Research (FAIMER), a member of Intealth, offers longitudinal faculty development programs (LFDPs) in health professions education (HPE) and leadership through its International FAIMER Institute (IFI) in the United States and FAIMER Regional Institutes (FRIs) globally. FAIMER fosters mutual collaboration and delineates shared responsibilities for FRI development in partnership with local institutions, using an adapted hub-and-spoke organizational design. This paper describes FAIMER's model, its sustainability, and its impacts at individual, institutional, and national levels. IFI was launched in 2001 in Philadelphia, Pennsylvania, as a 2-year

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“Student-as-educator” development programs to promote a sustainable educational workforce for the future

Cited by 3 publications

References 2 publications

Designing, Implementation and Evaluation of “Student as Teacher” Elective Course for Undergraduate Students at the Faculty of Medicine, Suez Canal University

Designing, Implementation and Evaluation of “Student as Teacher” Elective Course for Undergraduate Students at the Faculty of Medicine, Suez Canal University

Monitoria acadêmica: uma formação docente para discentes

FAIMER Global Faculty Development: A Sustainable Partnership Model to Advance Health Professions Education

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