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Development and implementation of a longitudinal students as teachers program: participant satisfaction and implications for medical student teaching and learning

机译：纵向学生教学计划的开发和实施：参与者的满意度及其对医学生教学的影响

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Background Teaching is a key component of medical practice, but medical students receive little formal training to develop their teaching skills. A longitudinal Students as Teachers (SAT) program was created at the University of Toronto to provide medical students with opportunities to acquire an understanding of educational pedagogy and practice teaching early in their medical training. This program was 7-months in duration and consisted of monthly educational modules, practical teaching sessions, feedback, and reflective exercises. Methods A mixed methods study design was used to evaluate initial outcomes of the SAT program by obtaining the perspectives of 18?second-year medical students. Participants filled out questionnaires at the beginning and end of the 7-month program to indicate their skill level and confidence in teaching. Differences between pre- and post-intervention scores were further explored in a group interview of 5 participants. Results Participants expressed a high degree of satisfaction with the SAT program structure and found the educational modules and practical teaching sessions to be particularly beneficial to their learning. Over the course of the program, there were significant increases in students’ confidence in teaching, and self-perceived teaching capacity and communication skills. Furthermore, participants discussed improvements in their effectiveness as learners. Conclusions Teaching is a skill that requires ongoing practice. Our results suggest that a longitudinal program consisting of theoretical modules, practical teaching sessions, feedback, and reflective exercises for medical students may improve teaching and communication skills, and equip them with improved learning strategies. This program also provides students with insight into the experience of teaching while holding other academic and clinical responsibilities.
机译：背景技术教学是医学实践的关键组成部分，但是医学生很少接受正规培训以发展其教学技能。多伦多大学创建了一个纵向的“教师为学生”（SAT）计划，为医学生提供在医学培训早期就了解教育教学法和实践教学的机会。该课程为期7个月，包括每月的教育模块，实践教学，反馈和反思性练习。方法采用混合方法研究设计，通过获得18年级医学生的观点来评估SAT计划的初始结果。参加者在为期7个月的计划的开始和结束时填写了调查表，以表明他们的技能水平和对教学的信心。在对5名参与者进行的小组访谈中，进一步探讨了干预前后得分之间的差异。结果参与者对SAT课程结构表示高度满意，并发现教育模块和实践教学课程对他们的学习特别有益。在该计划的整个过程中，学生对教学的信心以及自觉的教学能力和沟通技巧有了显着提高。此外，参与者讨论了他们作为学习者的有效性方面的提高。结论教学是一项需要不断练习的技能。我们的结果表明，针对医学生的由理论模块，实践教学课程，反馈和反思性练习组成的纵向计划可能会提高教学和沟通技巧，并为他们配备改进的学习策略。该计划还让学生在承担其他学术和临床职责的同时，了解教学经验。

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