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Background <p>Different forms of peer teaching are commonly used in medical curricula. Peer assisted learning (PAL) creates an opportunity for medical students to practice teaching and communication skills. However, more data is needed to identify how peer teachers undertake their teaching assignment and what support they need during medical school as well as to feel comfortable to teach as practicing physicians. Therefore, this study aimed to investigate medical students’ experiences of peer teaching with focus on what obstacles students meet, what support they lack, and how this support, according to students, should be designed.</p> Methods <p>A qualitative interview study was performed, collecting data through semi-structured focus groups and individual interviews with peer teachers (PTs) and peer learners (PLs). Data was analyzed with thematic analysis.</p> Results <p>The qualitative thematic analysis was based on the research questions and resulted in six themes: becoming a PT or not; experiences of received support during peer teaching; experiences of teaching– developing as a teacher; experiences of teaching– finding support for the teaching role; including PAL as part of the curriculum– desired structure; and including PAL as part of the curriculum– desired content and teaching modalities.</p> Conclusion <p>This study supports the idea that, in addition to enhanced subject specific knowledge, PTs can develop qualities useful for the educational assignment of medical doctors. More importantly, we add novel knowledge by showing that there is often insufficient formal training in the medical undergraduate curriculum for students to be sufficiently prepared for this task. To reach learning outcomes in teaching and communication, students want a training program to include a theoretical base and to learn by contextualized practical experiences with feedback. Inclusion of mandatory peer teaching in the medical curriculum should consider timing, the subject area that is taught and proper training for the peer teachers.</p>

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Learning to teach by teaching your peers: exploring students’ needs for training in the undergraduate medical education curriculum

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年3月21日

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  • Sara George Sahba,
  • Anna Bonnevier,
  • Terese Stenfors,
  • Ellinor Kenne

摘要

Background

Different forms of peer teaching are commonly used in medical curricula. Peer assisted learning (PAL) creates an opportunity for medical students to practice teaching and communication skills. However, more data is needed to identify how peer teachers undertake their teaching assignment and what support they need during medical school as well as to feel comfortable to teach as practicing physicians. Therefore, this study aimed to investigate medical students’ experiences of peer teaching with focus on what obstacles students meet, what support they lack, and how this support, according to students, should be designed.

Methods

A qualitative interview study was performed, collecting data through semi-structured focus groups and individual interviews with peer teachers (PTs) and peer learners (PLs). Data was analyzed with thematic analysis.

Results

The qualitative thematic analysis was based on the research questions and resulted in six themes: becoming a PT or not; experiences of received support during peer teaching; experiences of teaching– developing as a teacher; experiences of teaching– finding support for the teaching role; including PAL as part of the curriculum– desired structure; and including PAL as part of the curriculum– desired content and teaching modalities.

Conclusion

This study supports the idea that, in addition to enhanced subject specific knowledge, PTs can develop qualities useful for the educational assignment of medical doctors. More importantly, we add novel knowledge by showing that there is often insufficient formal training in the medical undergraduate curriculum for students to be sufficiently prepared for this task. To reach learning outcomes in teaching and communication, students want a training program to include a theoretical base and to learn by contextualized practical experiences with feedback. Inclusion of mandatory peer teaching in the medical curriculum should consider timing, the subject area that is taught and proper training for the peer teachers.