Volume 199 - Issue 11
Students as teachers
Authors: Joanna H-M Tai, Sumudu P Cooray and Jonathan K Kam
Med J Aust 2013; 199 (11): 754-756. || doi: 10.5694/mja13.11058
Published online: 16 December 2013
Published online: 16 December 2013
To the Editor: Silbert and colleagues highlight the benefits of peer-assisted learning (PAL).1 They allude to the number of overseas medical schools that provide tutor training programs, and to the possibility that Australian medical students are missing out on this opportunity. We agree that PAL is useful, but not all Australian medical students have been deprived. Since 2008, Monash University has been running VESPA (Vertical ...
To the Editor: Silbert and colleagues highlight the benefits of peer-assisted learning (PAL).1 They allude to the number of overseas medical schools that provide tutor training programs, and to the possibility that Australian medical students are missing out on this opportunity. We agree that PAL is useful, but not all Australian medical students have been deprived. Since 2008, Monash University has been running VESPA (Vertical Study Program), an optional PAL program.2 Initiated by a group of medical undergraduate students, it continues to be largely student-driven, with faculty support. Further, our program has had international impact.3
VESPA is open to all students in the 5-year undergraduate and 4-year graduate-entry streams. Students meet after hours to discuss a case, which is authored by students and reviewed by a medical graduate. The objectives of our program are to provide an effective forum for revision in the setting of vertically integrated assessment, to develop a culture of collaboration and peer support, and to foster the development of teaching and facilitation skills of pre-intern participants.4
Our model emphasises facilitation rather than didactic teaching; we provide optional, small-group facilitation training for senior students. This is far less comprehensive than the Teaching on the Run model,1 yet we hope this “taster” encourages students to seek and practise their teaching skills in other settings.
PAL is a valuable learning strategy, which should be more widely used to optimise medical graduates’ education and communication skills. Future doctors who are eager and able to teach may alleviate the forecasted medical educator shortage.5
Competing interests
No relevant disclosures.
Acknowledgements
Thanks to Rob Mitchell, Sheila Vance and Elaine Halley for being instrumental in developing the VESPA case night, and to the Faculty of Medicine, Nursing and Health Sciences, Monash University, for its ongoing support.
References
- Silbert BI, Lam SJP, Henderson RD, Lake FR. Students as teachers. Med J Aust 2013; 199: 164-165. BABEDBCH
- Kam J, Mitchell R, Tai J, et al. A peer-assisted vertical study program (VESPA) for medical students: results of a pilot study. Focus on Health Professional Education 2010; 11: 76-79.
- McAleer E, Parker R, Griffiths OR. Medical schools should develop medical educators, not just doctors. Med Teach 2013; 35: 698.
- Kam JK, Tai J, Mitchell RD, et al. A vertical study programme for medical students: peer-assisted learning in practice. Med Teach 2013; 35: e943-e945.
- Hu W, McColl G, Thistlethwaite JE, et al. Where is the next generation of medical educators? Med J Aust 2013; 198: 8-9. CBBEEJIH