Related Experiment Video
Updated: Jul 5, 2026
Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
Published on: January 15, 2017
A review of medical school programs that train medical students as teachers (MED-SATS)
Lawrence M Pasquinelli1, Larrie W Greenberg
1Department of Pediatrics, Eastern Virginia Medical School, Norfolk, Virginia, USA. Lawrence.pasquinelli@chkd.org
Background:
Medical students represent medicine's future teachers. The objective of this literature review was to identify programs teaching medical students how to teach (MED-SATS).
Summary:
Electronic searches were conducted and identified 39 programs (1966-2005). Students have assumed varied teaching roles: group facilitator, standardized patient, tutor, teaching assistant, standardized learner, course director, and peer teacher. Most participants were 4th-year students. The teaching techniques varied: group sessions, lectures, and individual teaching. To evaluate student teaching, programs used checklists, videotape review, group discussion, observation, examination scores, course grades, self-assessment exercises, and follow-up with residency training programs.
Conclusions:
Reports on how students are trained in medical schools to be teachers are limited. Of the programs identified, it is difficult to determine which programs are ongoing. Data on MED-SATS graduates teaching skills as resident and attending teachers are lacking. These issues present some challenges for future study.
