Context / probleemstelling of aanleiding

Context/probleemstelling of aanleiding:

Medical students are the future teachers of medical universities. Although most members of medical faculty teach medical students, they often do so without formal didactic training. To prepare for a professional teacher’s role, didactic training in the medical curriculum is necessary. In this scoping review we searched for Medical Students as Teachers (MED-SATS) programs worldwide with focus on outcomes in variation of content and implementation into the medical curriculum.

Beschrijving van de interventie/innovatie:

Out of 1686 articles screened, 25 articles were included representing 29 MED-SATS programs. The 25 articles included came from 10 countries, including the USA (8/25), Germany (4/25), Australia (3/25), UK (3/25), Canada (2/25), India (1/25), Ireland (1/25), Israel (1/25), The Netherlands (1/25), and Sweden (1/25).

Ervaringen/analyse van de implementatie:

The MED-SATS programs varied in length and content, with the main topics being educational theory, didactic skills, and content specific skills such as teaching anatomy classes or tutoring peer students. Of the 29 MED-SATS programs found, 10 were elective courses, and 14 were extracurricular courses. Two MED-SATS programs were implemented in the core curriculum: a required MED-SAT spread over the 4-year curriculum, and a 6-week ‘Supervised Training in Attitude, Research and Teaching (START-block) course in which medical students had one week of basic teacher training in their sixth year. The three remainder MED-SATS programs were an intervention or pilot study with different goals.

Lessons learned (implicaties voor de praktijk):

With this scoping review, we found that there is a wide variety in MED-SATS programs and way of implementation in the medical curriculum worldwide. The new Dutch framework plan of learning outcomes for graduated medical doctors is referring to possession of teaching skills. This scoping review will be helpful in implementing didactic training programs into the Dutch medical curriculum thus preparing medical students for their professional role as a teacher.

Referenties:

Burgess A, McGregor D. Peer teacher training for health professional students: a systematic review of formal programs. BMC Med Educ. 2018;18(1):263.

Zijdenbos I, Fick T, ten Cate O. How we offer all medical students training in basic teaching skills. Med Teach. 2011;33(1):24-6.

Robinson Z, Hazelgrove-Planel E, Edwards Z, Siassakos D. Peer-assisted learning: a planning and implementation framework. Guide supplement 30.7–practical application. Med Teach. 2010;32(9):e366-8