Peer teaching in medical education

Medical Teacher

Volumn 29, Issue 6, 2007, Pages 523-524

  Durning, Steven J ^a   Ten Cate, Olle Th J ^b  

^a UNIFORMED SERVICES UNIVERSITY OF THE HEALTH SCIENCES   (United States)

^b UNIVERSITY MEDICAL CENTER UTRECHT   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

CLINICAL EDUCATION; CLINICAL EVALUATION; EDUCATION PROGRAM; EXPERIENTIAL LEARNING; HUMAN; INDEPENDENCE; LEARNING ENVIRONMENT; MEDICAL EDUCATION; MEDICAL EXPERT; MEDICAL PRACTICE; MEDICAL STUDENT; NOTE; OUTCOME OF EDUCATION; PEER GROUP; RESIDENT; SKILL; TEACHING;

CONGRESSES AS TOPIC; EDUCATION, MEDICAL, UNDERGRADUATE; HUMANS; LEARNING; PEER GROUP; STUDENTS, MEDICAL; TEACHING;

EID: 35848935439     PISSN: 0142159X     EISSN: 1466187X     Source Type: Journal    
DOI: 10.1080/01421590701683160     Document Type: Note

References (17)

1. Bulte, J., Betts, A., Gardner, K., Kraus, P. and Durning, S. (2007) Student teaching: Views of student near-peer teachers and learners. Med Teach, 29, pp. 577-582.
2. Burke, J., Fayez, S., Graham, K., Matthew, RG and Field, M. (2007) Peer assisted learning in the acquisition of clinical skills: The case of undergraduate rheumatology teaching. Med Teach, 29, pp. 583-590.
3. Dandavino, M., Snell, L. and Wiseman, J. (2007) Why medical students should learn how to teach. Med Teach, 29, pp. 558-565.
4. Drouin, J., Manon, D., Nadeau, L. and Chenier, Y. (2006) Medical students as teachers and role models for their future colleagues. Med Teach, 28, pp. 618-624.
5. Harden, RM, Crosby, JR, Davis, MH and Friedman, M. (1999) From competency to meta-competency: A model for the specification of learning outcomes. Med Teach, 21, pp. 546-552.
6. Lockspeiser, TM, O'Sullivan, P., Teherani, A. and Muller, J. (2006) Understanding the experience of being taught by peers: The value of social and cognitive congruence. Advances in Health Sciences Education: Theory and Practice
7. Nestel, D. and Kidd, J. (2003) Peer tutoring in patient-centred interviewing skills: Experience of a project for first-year students. Med Teach, 25, pp. 398-403.
8. Nestel, D. and Kidd, J. (2005) Peer assisted learning in patient-centred interviewing: The impact on student tutors. Med Teach, 27, pp. 439-444.
9. Cate, O ten (2007) A teaching rotation and a student teaching qualification for senior medical students. Med Teach, 29, pp. 566-571.
10. Cate, O ten and Durning, S. (2007) Dimensions and psychology of peer teaching in medical education. Med Teach, 29, pp. 566-571.
11. Cate, O ten and Durning, S. (2007) Peer teaching in medical education: twelve reasons to move from theory to practice. Med Teach, 29, pp. 591-599.
12. Cate, O ten, Snell, L., Mann, K. and Vermunt, J. (2004) Orienting teaching toward the learning process. Acad Med, 79, pp. 219-228.
13. Pangaro, LN (1999) A new vocabulary and other innovations for improving descriptive in-training evaluations. Acad Med, 74, pp. 1203-1207.
14. Pasquale, SJ and Cukor, J. (2007) Collaboration of junios students and residents in a teacher course for senior medical students. Med Teach, 29, pp. 572-576.
15. Ross, M. and Cameron, H. (2007) Peer assisted learning: A planning and implementation framework. Med Teach, 29, pp. 527-545.
16. Tolsgaard, MG, Gustafsson, A., Rasmussen, MB, Høiby, P., Müller, CG and Ringsted, C. (2007) Student teachers can be as good as associated professors in teaching clinical skills. Med Teach, 29, pp. 553-557.
17. Wong, JG, Waldrep, TD and Smith, TG (2007) Formal peer-teaching in medical school improves academic performance: The MUSC supplemental instructor program. Teach Learn Med, 19, pp. 216-220.