Trainees as teachers: Building evaluative judgement through peer teaching

IF 1.4 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher Pub Date : 2024-10-16 DOI:10.1111/tct.13818

Margaret Bearman, Damian J. Castanelli, Elizabeth Molloy, Natalie Ward

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Abstract

Introduction

While peer teaching is often seen as benefiting learners, it can also benefit peer teachers. One possible mechanism is by building peer teachers' evaluative judgement or their ability to judge the quality of work of selves and others. This qualitative interview study explores how specialty medical trainees build evaluative judgement through peer teaching. It also acts as an illustrative example of researcher positionality within a special series exploring facets of qualitative methodologies.

Methods

Seventeen interviews with specialty trainees were recorded and thematically analysed, using qualitative description to stay close to the trainees' views of their experiences. We reflect on our positionality throughout.

Results

Two thematic categories are interpreted: (1) Peer teaching as uni-directional. (2) Reflecting on one's own practice through peer teaching develops evaluative judgement.

Discussion

Findings suggest the significance of self-scrutiny in response to teaching dialogues, learner cues or fixing problems, in order to develop evaluative judgement. With respect to positionality, reflection suggests the value of diverse teams, and the need for reflexivity due to the sensitising nature of expertise.

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受训者作为教师：通过同伴教学培养评价判断力。

引言同伴教学通常被视为有利于学习者，同时也有利于同伴教师。一种可能的机制是通过培养同伴教师的评价判断能力或判断自己和他人工作质量的能力。本定性访谈研究探讨了专科医学学员如何通过同伴教学建立评价判断能力。它也是探索定性方法论各个方面的特别系列中研究者立场的一个说明性实例：我们对 17 名专科受训人员的访谈进行了记录和主题分析，采用定性描述的方法，贴近受训人员对其经历的看法。我们自始至终都在反思自己的立场：结果：对两个主题类别进行了解释：(1) 同行教学是单向的。(2) 通过同伴教学反思自己的实践，培养评价判断能力：讨论：研究结果表明，针对教学对话、学习者的提示或问题的解决进行自我检查，对于培养评价判断能力具有重要意义。在立场方面，反思表明了多元化团队的价值，以及由于专业知识的敏感性而需要反思。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Clinical Teacher MEDICINE, RESEARCH & EXPERIMENTAL-

CiteScore

2.90

自引率

5.60%

发文量

113

期刊介绍： The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.