'Educator with a capital E': Comparing medical education experiences of student-as-teacher elective participants and peers

• Published in: Medical teacher 2022, Vol.44 (1), p.50-56
• Main Authors: Onorato, Sarah E., Schwartz, Andrea W., Beltran, Christine P., Richards, Jeremy B.
• Format: Article
• Language: English
• Subjects: Attitudes; Curricula; Curriculum; Education, Medical; Education, Medical, Undergraduate; Educational Experience; Educational objectives; Electives; Enrollment; Enrollments; Focus Groups; Humans; Learning; Medical education; medical education electives; Medical schools; Medical students; Near-peer teaching; Peer Group; Peers; Schools, Medical; student-as-teacher; Students, Medical; Teachers; Teaching; Teaching Skills; undergraduate medical education; United States; Work skills
• ISSN: 0142-159X; 1466-187X
• DOI: 10.1080/0142159X.2021.1962831

Student-as-teacher electives are increasingly offered at medical schools, but little is known about how medical education experiences among enrolled students compare with those of their peers. The study's aim was to characterize medical students' education-related experiences, attitudes, knowledge, and skills based on their enrollment status in a student-as-teacher course. We conducted four focus groups at a medical school in the United States: two with graduating students in a student-as-teacher elective (n = 11) and two with unenrolled peers (n = 11). Transcripts were analyzed using the Framework Method to identify themes. Four themes emerged: interest in and attitudes towards medical education; medical education skills, knowledge, and frameworks; strategies for giving/receiving feedback; medical education training as part of medical school. Course participants demonstrated higher-level education-related knowledge and skills. Both groups endorsed teaching skills as important and identified opportunities to incorporate medical education training into medical school curricula. Medical education knowledge and teaching skills are self-reported as important learning outcomes for medical students, independent of enrollment status in a student-as-teacher course. The structure of such courses, best understood through a deliberate practice-based model, supports students' achievement of key learning outcomes. Certain course elements may warrant inclusion in standard medical school curricula.