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JOURNAL ARTICLE
Zoe Gottlieb, Samantha Epstein, Jeremy Richards
BACKGROUND: Near-peer teaching (NPT) is increasingly recognised as an effective method for teaching and learning within medical education. We describe a student-as-teacher programme developed for fourth-year students (MS4s) helping to deliver the second-year Respiratory Pathophysiology course at our medical school. METHODS: Twelve MS4s were paired with faculty members to co-teach one or two small group case-based sessions for second-year students (MS2s). Beforehand, MS4s attended an orientation session and workshop, reviewing skills and strategies for teaching effectively...
June 2017: Clinical Teacher
#2
LETTER
Adam Boufersaoui, Jonathan E Dickerson
No abstract text is available yet for this article.
2016: Medical Teacher
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