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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.

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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.

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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.