Coproducing the Learning Environment: Lessons Learned from a Year of Near-Peer Teaching

Area of Science:

• Medical Education
• Clinical Skills Training
• Pedagogy

Background:

• Limited opportunities exist for medical students to develop teaching skills before residency.
• Fourth-year medical students often lack formal training in medical education principles.

Purpose of the Study:

• To develop and evaluate a novel year-long Clinical Teaching Elective (CTE) for fourth-year medical students.
• To prepare medical students to be effective teachers in the clinical setting and during residency.

Main Methods:

• A longitudinal elective was designed by course directors and fourth-year students.
• Student teachers instructed first- and second-year medical students in a Simulation Center.
• Sessions integrated simulated patient cases with core medical education topics.

Main Results:

• Six key themes, or "teaching takeaways," emerged from near-peer educator experiences.
• Effective teaching involves a focus on the learning journey, co-production of knowledge, and constructive feedback.
• Addressing learner struggles and promoting independent thinking are crucial for developing future autonomy.

Conclusions:

• The Clinical Teaching Elective (CTE) effectively prepares fourth-year medical students for teaching roles.
• The course enhances understanding of adult learning theory and clinical reasoning pedagogy.
• This elective fosters professional development in medical education prior to residency.