Impact of near‐peer teaching on medical English learning motivation among medical students and residents

The study evaluated the effectiveness of near‐peer teaching in medical English education and found that it led to higher levels of motivation, curiosity, initiative, self‐efficacy, learning goals, and psychological safety among participants compared to traditional teacher‐centered approaches. The st...

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Detalles Bibliográficos
Autores principales: Hoshina, Yoji, Limeisa, Takaiso, Hodaka, Maki, Hidenori, Yoshino, Toru, Shikino, Kiyoshi
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2023
Materias:
Letters to the Editor
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10357086/
https://www.ncbi.nlm.nih.gov/pubmed/37484123
http://dx.doi.org/10.1002/jgf2.629
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author Hoshina, Yoji
Limeisa
Takaiso, Hodaka
Maki, Hidenori
Yoshino, Toru
Shikino, Kiyoshi
author_facet Hoshina, Yoji
Limeisa
Takaiso, Hodaka
Maki, Hidenori
Yoshino, Toru
Shikino, Kiyoshi
author_sort Hoshina, Yoji
collection PubMed
description The study evaluated the effectiveness of near‐peer teaching in medical English education and found that it led to higher levels of motivation, curiosity, initiative, self‐efficacy, learning goals, and psychological safety among participants compared to traditional teacher‐centered approaches. The study also observed behavioral changes and active engagement in English learning among participants. We hope that our activity will inspire other educators to adopt similar approaches in their medical English classes and promote more effective language learning among health professionals.
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spelling pubmed-103570862023-07-21 Impact of near‐peer teaching on medical English learning motivation among medical students and residents Hoshina, Yoji Limeisa Takaiso, Hodaka Maki, Hidenori Yoshino, Toru Shikino, Kiyoshi J Gen Fam Med Letters to the Editor The study evaluated the effectiveness of near‐peer teaching in medical English education and found that it led to higher levels of motivation, curiosity, initiative, self‐efficacy, learning goals, and psychological safety among participants compared to traditional teacher‐centered approaches. The study also observed behavioral changes and active engagement in English learning among participants. We hope that our activity will inspire other educators to adopt similar approaches in their medical English classes and promote more effective language learning among health professionals. John Wiley and Sons Inc. 2023-05-30 /pmc/articles/PMC10357086/ /pubmed/37484123 http://dx.doi.org/10.1002/jgf2.629 Text en © 2023 The Authors. Journal of General and Family Medicine published by John Wiley & Sons Australia, Ltd on behalf of Japan Primary Care Association. https://creativecommons.org/licenses/by/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
spellingShingle Letters to the Editor
Hoshina, Yoji
Limeisa
Takaiso, Hodaka
Maki, Hidenori
Yoshino, Toru
Shikino, Kiyoshi
Impact of near‐peer teaching on medical English learning motivation among medical students and residents
title Impact of near‐peer teaching on medical English learning motivation among medical students and residents
title_full Impact of near‐peer teaching on medical English learning motivation among medical students and residents
title_fullStr Impact of near‐peer teaching on medical English learning motivation among medical students and residents
title_full_unstemmed Impact of near‐peer teaching on medical English learning motivation among medical students and residents
title_short Impact of near‐peer teaching on medical English learning motivation among medical students and residents
title_sort impact of near‐peer teaching on medical english learning motivation among medical students and residents
topic Letters to the Editor
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10357086/
https://www.ncbi.nlm.nih.gov/pubmed/37484123
http://dx.doi.org/10.1002/jgf2.629
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