Medical students as teachers: how preclinical teaching opportunities can create an early awareness of the role of physician as teacher.

Autor: Amorosa JM; Department of Obstetrics and Gynecology, Division of Graduate Medical Education, College of Physicians and Surgeons, Columbia University, 622 W. 168th Street, PH 16, New York 10032, USA. jmh2152@columbia.edu, Mellman LA, Graham MJ
Jazyk: angličtina
Zdroj: Medical teacher [Med Teach] 2011; Vol. 33 (2), pp. 137-44.
DOI: 10.3109/0142159X.2010.531154
Abstrakt: Background: As future physicians, questions about when medical students realize they will have to teach remain under-explored.
Aim: To understand when students serving in pre-clinical teaching roles make the connection between teaching and being a physician.
Methods: Medical students involved in a peer instruction program included: (1) archived first-year student interview candidate data (n = 60/150); (2) focus groups of first-year students selected as instructors (n = 16/60); and (3) focus groups of second-year students (n = 16/24) who taught for the program. A modified extended-term mixed-method research design involved data from the pre-hire interviews and post-hire focus group.
Results: Prior to teaching, none of the first year interviewees made an explicit connection between teaching and being a physician. The new instructors selected to teach minimally made a connection and only after prompting. The majority of the experienced instructors did make the connection; however, and did so spontaneously.
Conclusion: It was only after they taught medicine-related material that students saw the benefits of teaching as a way of preparing for becoming a physician and not merely as a way to review or help their peers.
Databáze: MEDLINE
Externí odkaz:
Nepřihlášeným uživatelům se plný text nezobrazuje