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Trainees as teachers: Building evaluative judgement through peer teaching
Margaret Bearman1, Damian J Castanelli2,3, Elizabeth Molloy4
1Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, Australia.
The Clinical Teacher
|October 16, 2024
Summary
Peer teaching enhances medical trainees' evaluative judgement, improving their ability to assess work quality. This self-reflection during teaching interactions is key to developing this critical skill.
Area of Science:
- Medical Education
- Qualitative Research Methodologies
Background:
- Peer teaching offers benefits beyond learners, potentially enhancing peer teachers' skills.
- Evaluative judgement, the ability to assess work quality, is a crucial skill for medical professionals.
Purpose of the Study:
- To explore how specialty medical trainees develop evaluative judgement through peer teaching.
- To illustrate researcher positionality in qualitative research.
Main Methods:
- Conducted 17 qualitative interviews with specialty medical trainees.
- Thematic analysis was used to interpret trainee experiences.
Main Results:
- Identified two themes: peer teaching as uni-directional and reflection on practice developing evaluative judgement.
- Self-scrutiny in response to teaching dialogues, learner cues, or problem-solving significantly develops evaluative judgement.
Conclusions:
- Peer teaching fosters evaluative judgement through self-reflection and engagement with teaching scenarios.
- Reflexivity and diverse research teams are valuable, especially given the nuanced nature of expertise.
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