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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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The World Health Organization (WHO) is a specialized agency of the United Nations based in Geneva. The WHO has many initiatives that center around health. Primarily, they lead global efforts to expand universal health coverage using science-based policies and programs. They are also responsible for shaping health research agendas and developing norms and standards.
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An Irish Experience in Establishing and Evaluating an Intern Led Teaching Programme.

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Intern-led teaching programs enhance medical education by providing relevant, comfortable learning environments. This study found intern-led tutorials beneficial for final year medical students, improving confidence for examinations.

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Area of Science:

  • Medical Education
  • Peer Teaching
  • Curriculum Development

Background:

  • Near-peer teaching is an emerging pedagogical approach in medical education.
  • Intern-led teaching programs offer unique benefits to student learning.
  • Establishing structured intern-led teaching requires careful planning and training.

Purpose of the Study:

  • To establish and evaluate a structured Intern-Led Teaching (ILT) program within an Irish Intern Training Network.
  • To assess the impact of ILT on final year medical students' learning experiences and confidence.
  • To determine the value of interns as a teaching resource in medical school curricula.

Main Methods:

  • Seventy interns participated in a Train the Trainer course focusing on teaching and feedback skills.
  • Intern tutors delivered weekly one-hour teaching sessions to small groups of final year medical students.
  • Student feedback was collected via questionnaires after each teaching block.

Main Results:

  • 81% of students found intern-led tutorials more beneficial than those led by senior doctors.
  • Students reported a more comfortable learning environment and felt more able to ask questions.
  • Intern-led teaching reduced student anxiety regarding final medical examinations.

Conclusions:

  • A structured intern-led teaching program is well-received by medical students.
  • Interns represent a valuable and underutilized teaching resource in medical schools.
  • Integrating intern-led teaching into medical school curricula is recommended.