Growing Pains: Lessons Learned From Scaling Up an mSAT Programme

IF 1.4 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher Pub Date : 2025-02-25 DOI:10.1111/tct.70037

Marissa M. Zhu, Zechariah K. Jean, Gautham Pavar, Samaah Saifullah, Maria Tjilos

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Abstract

Background

Medical Students as Teachers (mSAT) programmes are valuable for developing teaching skills among senior medical student teachers. As these programmes grow in scale, logistical and instructional challenges can arise. At Wayne State University School of Medicine, an mSAT programme expanded from a small elective to a compulsory course for all fourth-year medical student teachers (M4s).

Approach

The expanded mSAT programme involved 292 fourth-year medical students (M4s) from April 2021 to April 2022. Student teachers completed six teaching sessions in various subjects, including clinical skills and basic sciences. The curriculum included topics such as small group facilitation, feedback delivery, presentation skills, and clinical reasoning.

Evaluation

The evaluation was guided by Kirkpatrick's model, focusing on the first two levels: Reactions (reactions to the course) and Learning (knowledge and skills gained). Data were collected through a 14-item questionnaire (69 respondents) and a 90-min focus group (6 participants). Student teachers valued the practical teaching experiences but noted challenges with course organisation, assignment workload and feedback quality. Though 62% rated the course as ‘good’ to ‘excellent’, suggestions for improvement included implementing structured checklists, offering specialised teaching tracks and increasing mentorship opportunities.

Implications

The expansion highlighted the importance of effective course organisation, meaningful feedback and mentorship in large-scale mSAT programmes. We plan to streamline assignments, enhance mentorship, improve communication and personalise teaching opportunities in future iterations. Our experience offers insights for other institutions aiming to scale mSAT programmes effectively while maintaining educational quality.

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成长的烦恼：扩大mSAT项目的经验教训

医学生教师（mSAT）项目对培养高级医学生教师的教学技能很有价值。随着这些方案规模的扩大，后勤和教学方面的挑战可能会出现。在韦恩州立大学医学院，mSAT课程从一门小型选修课扩展为所有四年级医学生教师（M4s）的必修课。从2021年4月到2022年4月，扩大的mSAT项目涉及292名四年级医学生（m4）。学生教师完成了六个不同学科的教学课程，包括临床技能和基础科学。课程内容包括小组指导、反馈、演讲技巧和临床推理等。评估以Kirkpatrick的模型为指导，侧重于前两个层面：反应（对课程的反应）和学习（获得的知识和技能）。通过14项问卷（69名受访者）和90分钟焦点小组（6名参与者）收集数据。实习教师重视实际教学经验，但注意到课程组织、作业工作量和反馈质量方面的挑战。尽管62%的人将课程评为“好”到“优秀”，但改进建议包括实施结构化清单，提供专业教学课程和增加指导机会。这一扩展突出了有效的课程组织、有意义的反馈和大规模mSAT项目指导的重要性。我们计划在未来的迭代中简化作业，加强指导，改善沟通和个性化教学机会。我们的经验为其他旨在有效扩展mSAT课程同时保持教育质量的机构提供了见解。

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.