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

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Autores principales: Tong, Anson Hei Ka, See, Christopher
Formato: Online Artículo Texto
Lenguaje:English
Publicado: JMIR Publications 2020
Materias:
Viewpoint
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7721554/
https://www.ncbi.nlm.nih.gov/pubmed/33226345
http://dx.doi.org/10.2196/21869
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author Tong, Anson Hei Ka
See, Christopher
author_facet Tong, Anson Hei Ka
See, Christopher
author_sort Tong, Anson Hei Ka
collection PubMed
description 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.
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spelling pubmed-77215542020-12-11 Informal and Formal Peer Teaching in the Medical School Ecosystem: Perspectives From a Student-Teacher Team Tong, Anson Hei Ka See, Christopher JMIR Med Educ Viewpoint 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. JMIR Publications 2020-11-23 /pmc/articles/PMC7721554/ /pubmed/33226345 http://dx.doi.org/10.2196/21869 Text en ©Anson Hei Ka Tong, Christopher See. Originally published in JMIR Medical Education (http://mededu.jmir.org), 23.11.2020. https://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in JMIR Medical Education, is properly cited. The complete bibliographic information, a link to the original publication on http://mededu.jmir.org/, as well as this copyright and license information must be included.
spellingShingle Viewpoint
Tong, Anson Hei Ka
See, Christopher
Informal and Formal Peer Teaching in the Medical School Ecosystem: Perspectives From a Student-Teacher Team
title Informal and Formal Peer Teaching in the Medical School Ecosystem: Perspectives From a Student-Teacher Team
title_full Informal and Formal Peer Teaching in the Medical School Ecosystem: Perspectives From a Student-Teacher Team
title_fullStr Informal and Formal Peer Teaching in the Medical School Ecosystem: Perspectives From a Student-Teacher Team
title_full_unstemmed Informal and Formal Peer Teaching in the Medical School Ecosystem: Perspectives From a Student-Teacher Team
title_short Informal and Formal Peer Teaching in the Medical School Ecosystem: Perspectives From a Student-Teacher Team
title_sort informal and formal peer teaching in the medical school ecosystem: perspectives from a student-teacher team
topic Viewpoint
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7721554/
https://www.ncbi.nlm.nih.gov/pubmed/33226345
http://dx.doi.org/10.2196/21869
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