Student/Teacher Team Biotechnology/Genetics Workshop

Informal and Formal Peer Teaching in the Medical School Ecosystem: Perspectives From a Student-Teacher Team

JMIR Medical Education ◽

10.2196/21869 ◽

2020 ◽

Vol 6 (2) ◽

pp. e21869

Author(s):

Anson Hei Ka Tong ◽

Christopher See

Keyword(s):

Medical Student ◽

Medical School ◽

Student Teacher ◽

Current Trend ◽

Medical Schools ◽

Peer Teaching ◽

Teaching Activities ◽

Complex Part ◽

School Curricula ◽

Teacher Team

These personal views, drawn from the experiences of a medical student and a medical school lecturer, advocate caution of the current trend for formal adoption of peer teaching into medical school curricula. Using a metaphor from physics, we highlight the need for cautious deeper exploration of the informal world of peer-teaching in medical schools, which is a complex part of the educational ecosystem, prior to incorporating such activities into faculty-led initiatives. We support a measured approach to the introduction of compulsory peer-teaching activities given the recognized theoretical and pedagogical benefits.

Download Full-text

Working as Partners: Course Development by a Student–Teacher Team

International Journal for the Scholarship of Teaching and Learning ◽

10.20429/ijsotl.2017.110206 ◽

2017 ◽

Vol 11 (2) ◽

Cited By ~ 2

Author(s):

Charlotta Bengtson ◽

Mikaela Ahlkvist ◽

William Ekeroth ◽

Astrid Nilsen-Moe ◽

Nathalie Proos Vedin ◽

...

Keyword(s):

Student Teacher ◽

Course Development ◽

Teacher Team

Download Full-text

Informal and Formal Peer Teaching in the Medical School Ecosystem: Perspectives From a Student-Teacher Team (Preprint)

10.2196/preprints.21869 ◽

2020 ◽

Author(s):

Anson Hei Ka Tong ◽

Christopher See

Keyword(s):

Medical Student ◽

Medical School ◽

Student Teacher ◽

Current Trend ◽

Medical Schools ◽

Peer Teaching ◽

Teaching Activities ◽

Complex Part ◽

School Curricula ◽

Teacher Team

UNSTRUCTURED These personal views, drawn from the experiences of a medical student and a medical school lecturer, advocate caution of the current trend for formal adoption of peer teaching into medical school curricula. Using a metaphor from physics, we highlight the need for cautious deeper exploration of the informal world of peer-teaching in medical schools, which is a complex part of the educational ecosystem, prior to incorporating such activities into faculty-led initiatives. We support a measured approach to the introduction of compulsory peer-teaching activities given the recognized theoretical and pedagogical benefits.

Download Full-text