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How we launched a developmental student-as-teacher (SAT) program for all medical students

Blanco, Maria A. ; Maderer, Ann ; Oriel, Amanda ; Epstein, Scott K.

Medical teacher, 2014-05, Vol.36 (5), p.385-389 [Periódico revisado por pares]

England: Informa UK Ltd

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Título:
How we launched a developmental student-as-teacher (SAT) program for all medical students
Autor: Blanco, Maria A. ; Maderer, Ann ; Oriel, Amanda ; Epstein, Scott K.
Assuntos: Adult ; Behavioral Objectives ; Computer-Assisted Instruction ; Curriculum ; Education, Medical, Undergraduate - methods ; Education, Medical, Undergraduate - organization & administration ; Educational Environment ; First year ; Graduate students ; Humans ; Internet ; Learning ; Medical schools ; Medicine ; Needs Assessment ; Problem-Based Learning - methods ; Problem-Based Learning - organization & administration ; Professional skills ; Program Development - methods ; Program Evaluation - methods ; Skill development ; Students, Medical ; Task forces ; Teaching ; Teaching - methods ; Teaching Skills ; Training
É parte de: Medical teacher, 2014-05, Vol.36 (5), p.385-389
Notas: ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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Descrição: Abstract Introduction: Teaching is a necessary skill for medical trainees and physicians. We designed and launched a developmental Student-as-Teacher program for all students, beginning with the class of 2016. Methods: A task force of faculty and students designed the program. The goal is to enable all students to acquire basic principles of teaching and learning at different stages in their four-year medical school career. Upon completion, students will achieve twenty-eight learning objectives grouped within four competency domains: (1) Adult and Practice-Based Learning; (2) Learning Environment; (3) Instructional Design and Performance; and, (4) Learner's Assessment and Evaluation. The program combines online learning modules and a field teaching experience. Results: The entire class of 2016 (N = 200) completed the first online module. Students found the module effective, and 70% reported an increase in their level of knowledge. Although most students are expected to complete their field teaching experience in fourth year, twelve students completed their field experience in first year. Reported strengths of these experiences include reinforcement of their medical knowledge and improvement of their adult teaching skills. Conclusions: The program was successfully launched, and students are already experiencing the benefits of training in basic teaching skills in the first year of the program.
Editor: England: Informa UK Ltd
Idioma: Inglês

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How we launched a developmental student-as-teacher (SAT) program for all medical students

Blanco, Maria A. ; Maderer, Ann ; Oriel, Amanda ; Epstein, Scott K.

England: Informa UK Ltd

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