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首页> 外文期刊>BMC Medical Education >Peer teacher training for health professional students: a systematic review of formal programs
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Peer teacher training for health professional students: a systematic review of formal programs

机译：卫生专业学生的同伴教师培训：对正式课程的系统评价

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Skills in peer teaching, assessment and feedback are documented internationally as required graduate attributes for health professional students, placing emphasis on universities to prepare health professional graduates with teaching skills. The aim of this systematic review was to determine the rational, design, content and evaluation of student peer teacher training skills programs across the health professions. In October 2017, a search was conducted of five databases (Pubmed, Embase, CINAHL, ERIC and Cochrane Collection) using combinations of key search terms: ‘Student as teacher’, ‘near-peer teaching’, ‘student teacher’, ‘peer teacher’, ‘peer-to-peer’, ‘undergraduate’, ‘medical education’, ‘curriculum’, ‘program’, ‘training’, ‘allied health’, ‘health science’, ‘pharmacy’, ‘nurse’, and ‘medicine’, with results restricted to articles published in English within the decade. Articles were excluded if they were not original research, focused on a teaching approach other than peer assisted learning or teaching, did not adequately describe a student teacher training component of at least 3 hrs duration, or addressed only clinical skills training and not teaching skills training. The two authors independently assessed 42 full-text articles for eligibility, with 19 articles satisfying criteria for inclusion. Dominating results were uni-disciplinary, faculty-led, non-mandated programs, targeting participants in senior years of training. Medicine was the dominant profession, with an obvious underrepresentation of the other health professions. Common program content included the foundations of education theory, teaching methods and techniques, and providing feedback. Summary and comparison of program design is restricted by gaps and inconsistencies in reporting, while the evaluation of programs remains largely subjective. Teaching is increasingly recognised as a core professional skill across the health workforce, with expectations to teach peers and colleagues, within and across professional disciplines, as well as to educate patients. Students, faculty and institutes may benefit from training programs being designed for implementation in any health profession; and further to this, implemented within an interprofessionally context. Consistent reporting of teacher training programs, and objective methods of evaluation would enable more in-depth investigation.
机译：国际上记录了同peer教学，评估和反馈方面的技能，这是卫生专业学生所必需的研究生属性，重点是大学准备具有教学技能的卫生专业毕业生。这项系统审查的目的是确定整个卫生专业的学生同伴教师培训技能计划的合理性，设计，内容和评估。 2017年10月，使用以下关键搜索词的组合对五个数据库（Pubmed，Embase，CINAHL，ERIC和Cochrane Collection）进行了搜索：``学生为老师''，``近距离教学''，``学生老师''，``同行教师”，“对等”，“本科”，“医学教育”，“课程”，“课程”，“培训”，“健康相关”，“健康科学”，“药学”，“护士”，和“医学”，其结果仅限于十年内以英文发表的文章。如果文章不是原创性研究，侧重于同伴辅助学习或教学以外的其他教学方法，未充分描述至少3小时的学生教师培训组成部分或仅针对临床技能培训而不是教学技能培训，则排除这些文章。两位作者独立评估了42篇全文文章的资格，其中19篇满足纳入标准。主要结果是针对高年级培训参与者的单学科，教师主导，非强制性计划。医学是主要的专业，其他卫生专业的代表性明显不足。共同的计划内容包括教育理论的基础，教学方法和技术以及提供反馈。方案设计的总结和比较受到报告方面的差距和前后矛盾的限制，而方案的评估在很大程度上仍是主观的。教学已日益被公认为整个卫生工作人员的一项核心专业技能，期望在专业学科内和跨学科教授同辈和​​同事，以及对患者进行教育。学生，教职员工和研究所可能会受益于旨在在任何卫生专业中实施的培训计划;并在跨行业环境中实施。一致报告教师培训计划和客观的评估方法将使调查更加深入。

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