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Published on: August 9, 2024
915
Peer Teachers' Professional Identity Development During a Prehospital Simulation: A Grounded Theory Study
Rebekah Cole1, Amy Hildreth, Robert G Pickering
1From the Department of Military and Emergency Medicine (R.C., A.H., S.L.R.), Uniformed Services University of the Health Sciences, Bethesda, MD; and School of Medicine (R.G.P.), Uniformed Services University of the Health Sciences, Bethesda, MD.
Summary
Peer teachers in medical simulations grow through four stages, developing their professional identity. This study offers a framework for understanding their educational development during simulation-based training.
Area of Science:
- Medical Education
- Simulation-Based Learning
- Qualitative Research
Background:
- Peer teachers are effective in simulation-based education.
- Limited research exists on peer teacher professional identity development.
- This study addresses that gap in prehospital simulation.
Purpose of the Study:
- To develop a framework illustrating peer teacher professional identity development.
- To understand the educator growth of peer teachers during prehospital simulation.
Main Methods:
- Qualitative study using grounded theory.
- 9 second-year medical students served as peer teachers.
- Semi-structured interviews and grounded theory analysis (open and axial coding).
Main Results:
- A 4-stage framework for peer teacher development was created: eager excitement, grounded by challenges, overcoming challenges, and professional identity formation.
- Identified progressive stages in peer teachers' journey.
Conclusions:
- Simulation-based education is a valuable learning environment for peer teachers.
- Understanding peer teacher development aids educators in maximizing their growth during simulations.
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