Abstract
Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching is widely regarded as an effective teaching modality; however, whether near-peer teaching experiences in medical school prepare students for the teaching demands of residency is less understood. We explored whether the anatomy-based SAT program through the Human Structure didactic block at Mayo Medical School addressed the core teaching competencies of a medical educator and prepared its participants for further teaching roles in their medical careers. A web-based survey was sent to all teaching assistants in the anatomy-based SAT program over the past five years (2007-2011). Survey questions were constructed based on previously published competencies in seven teaching domains - course development, course organization, teaching execution, student coaching, student assessment, teacher evaluation, and scholarship. Results of the survey indicate that participants in the anatomy-based SAT program achieved core competencies of a medical educator and felt prepared for the teaching demands of residency.
Original language | English (US) |
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Pages (from-to) | 385-392 |
Number of pages | 8 |
Journal | Anatomical Sciences Education |
Volume | 6 |
Issue number | 6 |
DOIs | |
State | Published - Nov 2013 |
Keywords
- Gross anatomy education
- Medical education
- Near-peer teaching
- Peer-learning
- Peer-teaching
- Residency preparation
- Students-as-teachers
- Teaching assistants
- Teaching competencies
ASJC Scopus subject areas
- Anatomy
- Histology
- Embryology