Motivations and Experiences of Teaching Assistants in a First-Year Integrated Medical Course

Uzoma Ikonne, Nina Li, Carrie Elzie

Research output: Contribution to journalArticlepeer-review

Abstract

Peer teaching is used in many medical schools and is recognized as beneficial to the student teacher and learner. We surveyed a cohort of teaching assistants (TAs) in a first-year course to determine their motivations to serve as TAs and the perceived benefits. TAs served because they wanted to help, solidify their knowledge, and have an opportunity to teach. They perceived that their experience helped them develop their communication skills and encouraged them to pursue future teaching opportunities. This information will help in recruiting students into teaching and also in developing a standardized student-as-teacher program to foster the next generation of physician educators.

Original languageEnglish (US)
Pages (from-to)1461-1464
Number of pages4
JournalMedical Science Educator
Volume33
Issue number6
DOIs
StatePublished - Dec 2023

Keywords

  • Medical education
  • Medical students
  • Peer teaching

ASJC Scopus subject areas

  • Medicine (miscellaneous)
  • Education

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