2. It wouldn’t be a talk on Education
without some objectives…
At the end of this lecture, you will:
• Understand the concept of student-led teaching
• Outline how to set up and teach a workshop, lecture or
OSCE
• List some reasons why YOU should get involved
• Our experiences
• BREAK (we’ve been told there might be food?!)
• Quick demonstration
3. Where have we come from?
• UCL Medical School
• Founded 1834
• Campus in Central London’s
Bloomsbury
• 6-year course, 330 students
per year
• Continually developing
curriculum
4.
5. What is student-led Medical
Education?
• Medical students sharing knowledge and
skills amongst themselves.
• Usually restricted to social groups or
passed down from seniors
• Rarely beyond the scale of small groups
6. UCLU Medical Society
TREASURER
Vice President
PRESIDENT
SECRETARY
Vice President
Academics
Section Chairs
and SubCommittees
Enterprise and
Critical care &
Anaesthetics
Debating
Global Medicine
General
Medicine
Medical
Leadership &
Management
O&G
Oncology
Orthopaedics
Paediatrics
Psychiatry
Radiology
Research
SportsMedicine
Neurology
Innovation
Research
Chair of
Education
7. Cooperation not competition
• Student-led teaching not suitable for running an
entire curriculum
• Works best alongside formal teaching, with
support from senior staff
8.
9. The blind leading the blind? Evidence for peer-led teaching
Article
Country
Some keys points
A systematic review of peer teaching and
learning in clinical education
Australia and 4
other countries
• Students have many benefits from teaching and learning, such as cognitive
improvement
Birmingham,
UK
• Students enjoy peer teaching and think that their peers are good teachers
• 99% of students prefer peers to clinicians
• Student teachers develop useful and transferable skills
St George’s,
West Indies
• Students’ knowledge improve after peer tutoring
• 100% of peer tutors would recommend this experience to their colleagues
USA
• Students have more “cognitive congruence”: they can tailor their
explanations better
• Students are more approachable teachers
Denmark
• A RCT comparing students and associate professors found that students
teaching skills were comparable to or exceeding that of the professors
Germany
• Student tutors performed better at exams
• Students need only a small amount of training to be as good as learned
doctors in teaching
Netherlands,
USA
• There are many good reasons, and a lot of evidence from literature and
from practice, to incorporate peer teaching into the curriculum
- Secomb, 2008
Peer-led training and assessment in basic life
support for healthcare students: synthesis of
literature review and fifteen years practical
experience.
- Harvey et al., 2012
A peer-led supplemental tutorial project for
medical physiology: implementation in a
large class
- Kibble, 2009
Understanding the experience of being
taught by peers: the value of social and
cognitive congruence.
- Lockspeiser et al., 2008.
Student teachers can be as good as associate
professors in teaching clinical skills.
- Tolsgaard et al., 2007
Evaluation of the peer teaching program at
the University children´s hospital Essen – a
single center experience.
- Büscher et al., 2013.
Peer teaching in medical education: twelve
reasons to move from theory to practice.
- Cate & Durning, 2007.
10. Some themes from the literature
1. Degree of qualification doesn’t correlate
to quality as a teacher
2. Students often prefer to be taught by
their peers
3. Academic improvement of both parties
4. Cognitive congruence
11. Our contributions so far
•
•
•
IAMSE 2013, St Andrews, Scotland
AMEE 2013, Prague, Czech Republic
FRAMPEIK 2013, Oslo, Norway
12. The contribution you could make
• Great opportunity to
further strengthen
evidence-base
• Students positively
welcomed at conferences
• Potential advantages in
later careers
22. Nearly there…
T – 3 weeks:
• Content vetted by
medical school
T – 2 weeks:
3 weeks prior:
Event ready…
T – 1 week:
• Final adjustments
• Adjustments
• Final copy send to
Committee
• Supplementary
materials
• PRACTICE
Date of Event:
Successful delivery!
24. It can feel like this sometimes….
….But that’s not to say it isn’t totally worth it!!!
25. A team-based approach
None of our events were delivered by a single teacher
Good variation of stimulus for students
In preparing we would learn from each other
27. How do we know what we
did was actually any good?
28. Quality of teaching
“Lecturers are extremely
knowledgeable and have given
good time to improving
examination technique. They
encourage student participation
and can answer questions
confidently.”
“Case studies were brilliant and
lecture taught in a useful and
logical manner.”
“Clear objectives, good focus
on what students need to know
for exams.”
31. End of year survey
“I don't know what I
would do without the
Medsoc education
teaching! Really
highlights what we
need to know + what is
most important both
for exams and patient
safety. Thank you!!”
32. End of year survey
“Medsoc has been far superior in all
aspects of teaching. It is more concise
and better focused and relevant than
anything the med school provides on
Moodle.”
“Probably the most useful
guidance with the curriculum
came from Medsoc.”
33. Benefits for you!
Consolidate knowledge
Useful for exams
Develop teaching skills
Build confidence
Research
Résumé/CV
Fun!
34. VIL DU BLI
STUDENTFORELESER?
• Enthusiasm
• Knowledge
• Dedication
• Confidence
• Know your limits
• Preparation and practice
35.
36. It wouldn’t be a talk on Education
without some objectives…
At the end of this lecture, you will:
• Understand the concept of student-led teaching
• Outline how to set up and teach a workshop, lecture or
OSCE
• List some reasons why YOU should get involved
• Our experiences
• BREAK (we’ve been told there might be food?!)
• Quick demonstration