Motivations and Experiences of Teaching Assistants in a First-Year Integrated Medical Course

Overview

Journal Med Sci Educ

Publisher Springer

Specialty Medical Education

Date 2024 Jan 8

PMID 38188408

Authors

Uzoma Ikonne

Nina Li

Carrie Elzie

Affiliations

Soon will be listed here.

Abstract

Peer teaching is used in many medical schools and is recognized as beneficial to the student teacher and learner. We surveyed a cohort of teaching assistants (TAs) in a first-year course to determine their motivations to serve as TAs and the perceived benefits. TAs served because they wanted to help, solidify their knowledge, and have an opportunity to teach. They perceived that their experience helped them develop their communication skills and encouraged them to pursue future teaching opportunities. This information will help in recruiting students into teaching and also in developing a standardized student-as-teacher program to foster the next generation of physician educators.

References

Cohen A, Steinert Y, Ruano Cea E . Teaching Medical Students to Teach: A Narrative Review and Literature-Informed Recommendations for Student-as-Teacher Curricula. Acad Med. 2022; 97(6):909-922. DOI: 10.1097/ACM.0000000000004608. View

Andrew Jay E, Starkman S, Pawlina W, Lachman N . Developing medical students as teachers: an anatomy-based student-as-teacher program with emphasis on core teaching competencies. Anat Sci Educ. 2013; 6(6):385-92. DOI: 10.1002/ase.1364. View

Dandavino M, Snell L, Wiseman J . Why medical students should learn how to teach. Med Teach. 2007; 29(6):558-65. DOI: 10.1080/01421590701477449. View

Soriano R, Blatt B, Coplit L, CichoskiKelly E, Kosowicz L, Newman L . Teaching medical students how to teach: a national survey of students-as-teachers programs in U.S. medical schools. Acad Med. 2010; 85(11):1725-31. DOI: 10.1097/ACM.0b013e3181f53273. View

Wong J, Waldrep T, Smith T . Formal peer-teaching in medical school improves academic performance: the MUSC supplemental instructor program. Teach Learn Med. 2007; 19(3):216-20. DOI: 10.1080/10401330701364551. View

Nnodim J . A controlled trial of peer-teaching in practical gross anatomy. Clin Anat. 1997; 10(2):112-7. DOI: 10.1002/(SICI)1098-2353(1997)10:2<112::AID-CA7>3.0.CO;2-X. View

Brierley C, Ellis L, Reid E . Peer-assisted learning in medical education: A systematic review and meta-analysis. Med Educ. 2021; 56(4):365-373. DOI: 10.1111/medu.14672. View

Connell J, Carlton J, Grundy A, Taylor Buck E, Keetharuth A, Ricketts T . The importance of content and face validity in instrument development: lessons learnt from service users when developing the Recovering Quality of Life measure (ReQoL). Qual Life Res. 2018; 27(7):1893-1902. PMC: 5997715. DOI: 10.1007/s11136-018-1847-y. View

Sproul M . Medical students' perceptions of themselves and residents as teachers. Med Teach. 1992; 14(2-3):133-8. DOI: 10.3109/01421599209079479. View

10.

Yang M, Golden B, Cameron K, Gard L, Bierman J, Evans D . Learning through Teaching: Peer Teaching and Mentoring Experiences among Third-Year Medical Students. Teach Learn Med. 2021; 34(4):360-367. DOI: 10.1080/10401334.2021.1899930. View

11.

Umbreen F, Qamar K, Faisal T, Asjid R, Khan S, Bashir S . Perception of peer teaching on learning anatomy: A qualitative study. J Pak Med Assoc. 2021; 71(2(B)):744-747. DOI: 10.47391/JPMA.1293. View

12.

Krych A, March C, Bryan R, Peake B, Pawlina W, Carmichael S . Reciprocal peer teaching: students teaching students in the gross anatomy laboratory. Clin Anat. 2005; 18(4):296-301. DOI: 10.1002/ca.20090. View