Introduction to the Peer Teacher Training in health professional education supplement series

被引：10

作者：

Burgess, Annette ^{[1
,2
]}

van Diggele, Christie ^{[2
,3
]}

Roberts, Chris ^{[1
,2
]}

Mellis, Craig ^{[4
]}

机构：

[1] Univ Sydney, Fac Med & Hlth, Sydney Med Sch, Educ Off, Edward Ford Bldg A27, Sydney, NSW 2006, Australia

[2] Univ Sydney, Fac Med & Hlth, Sydney Hlth Profess Educ Res Network, Sydney, NSW, Australia

[3] Univ Sydney, Fac Med & Hlth, Sydney, NSW, Australia

[4] Univ Sydney, Cent Clin Sch, Fac Med & Hlth, Sydney Med Sch, Sydney, NSW, Australia

来源：

BMC MEDICAL EDUCATION | 2020年 / 20卷 / Suppl 2期

关键词：

Peer teacher training; Clinical teacher training; Interprofessional; Feedback; Professional skills; MEDICAL-STUDENTS;

D O I：

10.1186/s12909-020-02279-y

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Skills in supervision, teaching, facilitation, assessment and feedback, leadership and interprofessional teamwork are required graduate attributes for health professionals. Despite this, the opportunity for learning these skills is rarely embedded within undergraduate and postgraduate health professional training curricula. Additionally, there are limited examples of interprofessional delivery of teaching programs. Since teaching skills can be learned, healthcare faculties play an important role in improving the teaching abilities of their students. At the University of Sydney, we developed and implemented interprofessional, blended learning teacher training programs for health professional students, and junior health professionals: The Peer Teacher Training (PTT) program, and the Clinical Teacher Training (CTT) program. Based on our successful programs, this paper provides an introduction to our Peer Teacher Training supplement. Namely, 11 articles designed to assist those who work and teach in a clinical context; address key challenges; and provide practical tips and frameworks to assist in teaching, assessment, and feedback.

引用

页数：4

共 30 条

[1]

[Anonymous], 2018, OUTC GRAD

[2]

[Anonymous], 2010, Framework for Action on Inter-professional Education and Collaborative Practice

[3]

[Anonymous], 2016, COMP VAL FRAM

[4]

Australian Medical Council, 2012, Standards for assessment and accreditation of primary medical programs

[5]

Brock D, 2013, POSTGRAD MED J, V89, P642, DOI [10.1136/postgradmedj-2012-000952rep, 10.1136/bmjqs-2012-000952]

[6] Student ability and learning experience in assessing peers alongside supervisors in the long case [J].

Burgess, A. ;

Roberts, C. ;

Black, K. ;

Mellis, C. .

FOCUS ON HEALTH PROFESSIONAL EDUCATION-A MULTIDISCIPLINARY JOURNAL, 2015, 16 (02) :27-41

[7] Mentorship in the health professions: a review [J].

Burgess, Annette ;

van Diggele, Christie ;

Mellis, Craig .

CLINICAL TEACHER, 2018, 15 (03) :197-202

[8] Peer teacher training (PTT) program for health professional students: interprofessional and flipped learning [J].

Burgess, Annette ;

Roberts, Chris ;

van Diggele, Christie ;

Mellis, Craig .

BMC MEDICAL EDUCATION, 2017, 17

[9] Peer tutoring in a medical school: perceptions of tutors and tutees [J].

Burgess, Annette ;

Dornan, Tim ;

Clarke, Antonia J. ;

Menezes, Audrey ;

Mellis, Craig .

BMC MEDICAL EDUCATION, 2016, 16

[10] Medical student experience as simulated patients in the OSCE [J].

Burgess, Annette ;

Clark, Tyler ;

Chapman, Renata ;

Mellis, Craig .

CLINICAL TEACHER, 2013, 10 (04) :246-250

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