Peer teaching medical students during a pandemic

Our personal views about the challenges of continuing to deliver peer teaching during a pandemic. We are a group of 4(th) year medical students who are part of a student society which has delivered structured, highly formulaic peer-led teaching sessions for the past three years. During the COVID-19...

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Autores principales: Roberts, Victoria, Malone, Katie, Moore, Paul, Russell-Webster, Tamarind, Caulfield, Rachel
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Taylor & Francis 2020
Materias:
Letter to the Editor
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7448899/
https://www.ncbi.nlm.nih.gov/pubmed/32493174
http://dx.doi.org/10.1080/10872981.2020.1772014
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author Roberts, Victoria
Malone, Katie
Moore, Paul
Russell-Webster, Tamarind
Caulfield, Rachel
author_facet Roberts, Victoria
Malone, Katie
Moore, Paul
Russell-Webster, Tamarind
Caulfield, Rachel
author_sort Roberts, Victoria
collection PubMed
description Our personal views about the challenges of continuing to deliver peer teaching during a pandemic. We are a group of 4(th) year medical students who are part of a student society which has delivered structured, highly formulaic peer-led teaching sessions for the past three years. During the COVID-19 pandemic, the reduced access to our normal clinical teaching highlighted the importance of peer-led teaching sessions. We wanted to continue with our peer-taught sessions but knew we would have to devise a new format to make our teaching accessible to our peers wherever they were. Here, we describe the challenges of online peer teaching during the COVID-19 pandemic and our reflections of the future implications to our group.
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spelling pubmed-74488992020-09-10 Peer teaching medical students during a pandemic Roberts, Victoria Malone, Katie Moore, Paul Russell-Webster, Tamarind Caulfield, Rachel Med Educ Online Letter to the Editor Our personal views about the challenges of continuing to deliver peer teaching during a pandemic. We are a group of 4(th) year medical students who are part of a student society which has delivered structured, highly formulaic peer-led teaching sessions for the past three years. During the COVID-19 pandemic, the reduced access to our normal clinical teaching highlighted the importance of peer-led teaching sessions. We wanted to continue with our peer-taught sessions but knew we would have to devise a new format to make our teaching accessible to our peers wherever they were. Here, we describe the challenges of online peer teaching during the COVID-19 pandemic and our reflections of the future implications to our group. Taylor & Francis 2020-06-04 /pmc/articles/PMC7448899/ /pubmed/32493174 http://dx.doi.org/10.1080/10872981.2020.1772014 Text en © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. https://creativecommons.org/licenses/by/4.0/This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Letter to the Editor
Roberts, Victoria
Malone, Katie
Moore, Paul
Russell-Webster, Tamarind
Caulfield, Rachel
Peer teaching medical students during a pandemic
title Peer teaching medical students during a pandemic
title_full Peer teaching medical students during a pandemic
title_fullStr Peer teaching medical students during a pandemic
title_full_unstemmed Peer teaching medical students during a pandemic
title_short Peer teaching medical students during a pandemic
title_sort peer teaching medical students during a pandemic
topic Letter to the Editor
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7448899/
https://www.ncbi.nlm.nih.gov/pubmed/32493174
http://dx.doi.org/10.1080/10872981.2020.1772014
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