Dear Editor:As fourth year medical students, we reflected on our exposure to teaching opportunities during medical school. The tips suggested by den Bakker et al. (2021) greatly resonated with us, but we would like to provide additional input from a student perspective.Our positive experiences from having undertaken the ‘Doctor as Teacher' (DAT) module as part of our medical school curriculum, which offered in-depth education regarding medical teaching, reinforces the points made in this article.Referring to Tip 1, we agree that to become a competent teacher, students must establish their pedagogical skills early. Thus, we found great value in being introduced to the DAT module from our third year of study. From here, we grasped a firm foundation of principles, theories and techniques surrounding teaching methods, as alluded to in Tip 6.A crucial component of the DAT module was the opportunity to design, organise and lead a peer-teaching session on a clinical topic of our choice, whereby students and academic members from the medical school were invited to attend. This underlines the significance of Tip 8, ‘Provide peer education opportunities'. We want to emphasise that opportunities to teach should not be confined to within the period of the module. Therefore, we propose that students are encouraged to establish extracurricular peerteaching groups. At our medical school, Peer-Assisted Learning (PAL), a student-led programme whereby individuals sign up voluntarily, assigns students from third year and above to teach small groups of junior years on any clinical topic. This allows students to not only consolidate their teaching skills developed from the DAT module in the long-term, but also provides opportunities to foster meaningful impact on education and take responsibility over one's own learning as well as others'.
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