Moving Beyond the Near-Peer Teaching Model with the Rutgers New Jersey Medical School Teaching Assistant Program

Jeremy J Grachan ^1,2, George Holan ^1,2, Christin Traba ^1,3

⁰Office of Education, Rutgers New Jersey Medical School, Newark, NJ USA.

Medical Science Educator +

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April 30, 2024

View abstract on PubMed

Summary

Fourth-year medical students gain essential teaching skills through a dedicated program. This initiative prepares them for educating peers, healthcare professionals, and patients, fostering valuable skills for future medical educators.

Area Of Science

Medical Education
Health Professions Education

Background

Medical students increasingly assume educator roles for diverse audiences.
Effective training is crucial for developing competent medical educators.

Purpose Of The Study

To describe the structure and impact of the "Teaching Assistants in Medical Education" program.
To highlight the program's role in preparing medical students as educators.

Main Methods

Fourth-year medical students participate in a comprehensive program.
Training includes near-peer teaching, curricular design, assessment, and communication skills.
Specialized tracks in Clinical Skills or Anatomy are offered.

Main Results

The program equips students with practical teaching and educational development skills.
It extends beyond traditional near-peer teaching models.
Students gain experience in curriculum development and assessment.

Conclusions

Investing in medical student educators yields significant benefits.
The program effectively prepares future healthcare educators.
Enhanced educational skills contribute to immediate and long-term rewards in medical education.

Keywords:

Anatomy Clinical skills Educators Teaching assistants Undergraduate medical education