Abstract
Peer teaching helps prepare medical students and house officers for their future roles as health-care professionals. Two collaborative approaches are notable, reciprocal peer eaching (RPT) and near-peer teaching (NPT), wherein students alternate roles as teacher and learner or where students or house staff learn to facilitate training of younger colleagues. Both educational platforms draw on a similar knowledge base and shared generational experiences between students. Both teaching protocols include promotion of another student’s active learning through direct interactions and reinforcement of one’s own learning through instructing others. Examples of the use of these techniques in both preclinical and clinical medical education are presented as well as a near-peer teaching program in the framework of preclinical medical education course in human anatomy. Since teaching is an important skill for future postgraduate education, clinical practice, and academic engagement, education for this role should be introduced early and practiced throughout medical training.
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Further Reading
Erlich, D. R., & Shaughnessy, A. F. (2014). Student–teacher education programme (STEP) by step: Transforming medical students into competent, confident teachers. Medical Teacher, 36, 322–332.
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Karasik, D., Dickman, N. (2020). Students as Near-Peer and Peer-Teachers. In: Dickman, N., Schuster, B. (eds) Active Education for Future Doctors. Springer, Cham. https://doi.org/10.1007/978-3-030-41780-2_10
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DOI: https://doi.org/10.1007/978-3-030-41780-2_10
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