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

机译：医学生作为老师：临床前教学机会如何使医生早日意识到医生的角色。

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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.
机译：背景：作为未来的医生，关于医学生何时意识到自己将不得不教书的问题仍未得到充分探讨。目的：了解担任临床前教学角色的学生何时将教学与成为医师之间建立联系。方法：参与同伴指导计划的医学生包括：（1）存档的一年级学生面试候选人数据（n = 60/150）; （2）被选为指导老师的一年级学生焦点小组（n = 16/60）; （3）为本课程教书的二年级学生的焦点小组（n = 16/24）。一项经过修改的长期混合方法研究设计涉及了招聘前访谈和招聘后焦点小组的数据。结果：在教学之前，第一年的受访者中没有一个在教学和成为医生之间有明确的联系。选择进行授课的新教师只有在提示后才能建立联系。大多数有经验的讲师确实建立了联系。但是，它是自发的。结论：只有在他们教授与医学有关的材料之后，学生才将教学的益处视为准备成为医师的一种方式，而不仅仅是作为一种对同伴进行检查或帮助的方式。

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