Motivations and Experiences of Teaching Assistants in a First-Year Integrated Medical Course

被引：0

作者：

Ikonne, Uzoma ^{[1
,2
]}

Li, Nina ^{[3
]}

Elzie, Carrie ^{[4
,5
]}

机构：

[1] Eastern Virginia Med Sch, Dept Physiol Sci, 700 W Olney Rd, Norfolk, VA 23507 USA

[2] Fine Family Acad Med Educators, Eastern Virginia Med Sch, 700 W Olney Rd, Norfolk, VA 23501 USA

[3] Eastern Virginia Med Sch, 825 Fairfax Ave, Norfolk, VA 23507 USA

[4] Univ Texas Hlth Sci Ctr San Antonio, Dept Cell Syst & Anat, 7703 Floyd Curl Dr, San Antonio, TX 78229 USA

[5] Univ Texas Hlth Sci Ctr San Antonio, Dept Med Educ, 7703 Floyd Curl Dr, San Antonio, TX 78229 USA

来源：

MEDICAL SCIENCE EDUCATOR | 2023年 / 33卷 / 06期

关键词：

Peer teaching; Medical students; Medical education; STUDENTS; ANATOMY; TEACHERS;

D O I：

10.1007/s40670-023-01919-4

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Peer teaching is used in many medical schools and is recognized as beneficial to the student teacher and learner. We surveyed a cohort of teaching assistants (TAs) in a first-year course to determine their motivations to serve as TAs and the perceived benefits. TAs served because they wanted to help, solidify their knowledge, and have an opportunity to teach. They perceived that their experience helped them develop their communication skills and encouraged them to pursue future teaching opportunities. This information will help in recruiting students into teaching and also in developing a standardized student-as-teacher program to foster the next generation of physician educators.

引用

页码：1461 / 1464

页数：4

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