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

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          Abstract

          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.

          Electronic supplementary material

          The online version of this article (doi:10.1186/s12909-017-0857-8) contains supplementary material, which is available to authorized users.

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          Most cited references15

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          Using focus groups in medical education research: AMEE Guide No. 91.

          Qualitative research methodology has become an established part of the medical education research field. A very popular data-collection technique used in qualitative research is the "focus group". Focus groups in this Guide are defined as "… group discussions organized to explore a specific set of issues … The group is focused in the sense that it involves some kind of collective activity … crucially, focus groups are distinguished from the broader category of group interview by the explicit use of the group interaction as research data" (Kitzinger 1994, p. 103). This Guide has been designed to provide people who are interested in using focus groups with the information and tools to organize, conduct, analyze and publish sound focus group research within a broader understanding of the background and theoretical grounding of the focus group method. The Guide is organized as follows: Firstly, to describe the evolution of the focus group in the social sciences research domain. Secondly, to describe the paradigmatic fit of focus groups within qualitative research approaches in the field of medical education. After defining, the nature of focus groups and when, and when not, to use them, the Guide takes on a more practical approach, taking the reader through the various steps that need to be taken in conducting effective focus group research. Finally, the Guide finishes with practical hints towards writing up a focus group study for publication.
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            The effectiveness of peer tutoring in further and higher education: A typology and review of the literature

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              Feedback in clinical medical education.

              J Ende (1983)
              In the setting of clinical medical education, feedback refers to information describing students' or house officers' performance in a given activity that is intended to guide their future performance in that same or in a related activity. It is a key step in the acquisition of clinical skills, yet feedback is often omitted or handled improperly in clinical training. This can result in important untoward consequences, some of which may extend beyond the training period. Once the nature of the feedback process is appreciated, however, especially the distinction between feedback and evaluation and the importance of focusing on the trainees' observable behaviors rather than on the trainees themselves, the educational benefit of feedback can be realized. This article presents guidelines for offering feedback that have been set forth in the literature of business administration, psychology, and education, adapted here for use by teachers and students of clinical medicine.
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                Author and article information

                Contributors
                celine.yeung@mail.utoronto.ca
                FriesenF@smh.ca
                sarah.farr@mail.utoronto.ca
                marcus.law@utoronto.ca
                416-603-6484 , lori.albert@uhn.ca
                Journal
                BMC Med Educ
                BMC Med Educ
                BMC Medical Education
                BioMed Central (London )
                1472-6920
                31 January 2017
                31 January 2017
                2017
                : 17
                : 28
                Affiliations
                [1 ]GRID grid.17063.33, Faculty of Medicine, , University of Toronto, ; Toronto, ON Canada
                [2 ]GRID grid.17063.33, Centre for Faculty Development, , University of Toronto, ; Toronto, ON Canada
                [3 ]ISNI 0000 0001 0012 4167, GRID grid.417188.3, , Rheumatology Clinic, Toronto Western Hospital, ; 399 Bathurst St, East Wing Room 1F-835, Toronto, ON M5T 2S8 Canada
                Article
                857
                10.1186/s12909-017-0857-8
                5282841
                28143483
                6dcfb7f0-6031-4709-9c3a-53ab5cdca60c
                © The Author(s). 2017

                Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

                History
                : 26 July 2016
                : 9 January 2017
                Categories
                Research Article
                Custom metadata
                © The Author(s) 2017

                Education
                students as teachers,medical students,learning by teaching,program satisfaction
                Education
                students as teachers, medical students, learning by teaching, program satisfaction

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