Volume 199 - Issue 11
Students as teachers
Author: Michael Pearson
Med J Aust 2013; 199 (11): 756. || doi: 10.5694/mja13.11199
Published online: 16 December 2013
Published online: 16 December 2013
To the Editor: Silbert and colleagues propose that teaching skills training should be compulsory for all medical students, to be used in peer-assisted learning programs and later in postgraduate roles.1 As the quality of student training will have an enduring impact on the provision of quality care and patient safety, the responsibility for this important role should be entrusted to a select group rather than ...
To the Editor: Silbert and colleagues propose that teaching skills training should be compulsory for all medical students, to be used in peer-assisted learning programs and later in postgraduate roles.1 As the quality of student training will have an enduring impact on the provision of quality care and patient safety, the responsibility for this important role should be entrusted to a select group rather than an obligation imposed on all.
Those undertaking teaching roles must possess a commitment to teaching1 and be good role models who can build trainees’ self-esteem, and foster a supportive and safe environment.2 The choice of a select group with the right characteristics to be effective teachers will benefit the quality of student training, and affect the quality and safety of health care in the future.
The knowledge and skills competency of students must also be ascertained before placing a teaching burden on them. Where a person is on his or her personal learning curve will influence that person’s ability to teach.3 As a result, it is essential that medical students and junior doctors are deemed competent in performing a task before the responsibility of teaching is thrust on them.
To ensure safety and high-quality health care provision, the role of a trainer must be given to a select group with the right attributes, competence levels and passion for teaching. It is this group that needs to be trained, allocated time, resourced and rewarded.4 The responsibility to teach should be an honour bestowed on a few rather than a rite or obligation for all.
Competing interests
No relevant disclosures.
References
- Silbert BI, Lam SJ, Henderson RD, Lake FR. Students as teachers. Med J Aust 2013; 199: 164-165. BABJDEGC
- Kendall ML, Hesketh EA, Macpherson SG. The learning environment for junior doctor training — what hinders, what helps. Med Teach 2005; 27: 619-624. i1142866
- Derrick S, Badger B, Chandler J, et al. The training/service continuum: exploring the training/service balance of senior house officer activities. Med Educ 2006; 40: 355-362. i1142868
- Landau LI. Quality junior doctor training, improved workforce outcomes and patient safety. Aust Health Rev 2007; 31 Suppl 1: S106-S108. CBBBCDEE