STUDENTS TEACHING STUDENTS: FACILITATING A CULTURE OF PEER TEACHING IN MEDICAL SCHOOL

Jennifer L. Kruse, BA*, Scott J. Schoenleber, BS, David M. Kurtz, BS, Joseph P. Grande, MD, PhD. Mayo Medical School, Mayo Clinic College of Medicine, 200 1^ST Street SW, Rochester, MN 55905 U.S.A.

PURPOSE: Peer teaching is an important skill for physicians. The aim of this study is to evaluate the outcome of a pathology course that sought to facilitate an environment in which medical students are inspired to become both learners and teachers.

METHODS: An introductory pathology course included biweekly small group sessions developed and executed by third year medical students. Upon course completion, first year medical students completed a survey which contained questions scored from 0 to 10, to evaluate the small group sessions, including comfort level with learning from other medical students, and student interest in teaching.

RESULTS: Ninety-eight percent (41/42) of students completed the survey. The majority (78%) ranked the student-led small group sessions as either the most valuable or second most valuable component of the course, out of five components. Those who ranked small groups highly were significantly more likely to have increased interest in teaching as a result of the pathology course (p=0.01). The majority of students (90%) were comfortable to very comfortable learning from third year medical students. The majority (88%) of students reported moderate to strong interest in teaching. The majority of students (80%) reported an increased interest in teaching as a result of the pathology course.

CONCLUSIONS/FUTURE DIRECTIONS: A course in which medical students were instructed by other medical students resulted in increased interest in teaching among learners. If practiced widely, this approach to medical education may encourage a culture of peer teaching that would benefit medical students and their peers throughout their careers.