Show simple item record

Learning to Teach in Medical Education: A Critical Analysis of Team-Based Learning

dc.contributor.authorHuang, Jennifer
dc.date.accessioned2018-04-12T21:47:02Z
dc.date.available2018-04-12T21:47:02Z
dc.date.issued2018-03-15
dc.identifier.urihttp://hdl.handle.net/1803/8818
dc.descriptionTeaching and Learning Department capstone projecten_US
dc.description.abstractAt the start of their careers, physicians vow a commitment to teach their peers, trainees, and patients. However, the ubiquity of teaching in medical practice is not well reflected in the medical education curricular standards. Currently, medical students have few opportunities to engage with teaching experiences, and these are often limited to interested third or fourth year students. In this Capstone, I will focus on how the development of teaching can become more central to learning to be a physician for first year medical students at Vanderbilt. First year Vanderbilt students participate in many small group activities, during which they engage in multiple instances of informal peer teaching and learning. One such setting that is commonly used in medical school is team-based learning (TBL), a student-centered active group learning structure. Through a re-conception of what it means to be a teacher in medicine adapted from the teacher learning literature and redesign of TBL through approximation of practices and reflection, I suggest a new model for helping first year medical students develop their practice of teaching. In order to establish doctors as both providers and teachers of medicine, we must encourage significant modifications in medical education. We must focus on our medical student teacher development, providing guided and structured learning in a curriculum that spans all four years of medical school. Identifying opportunities for these changes within existing learning activities like TBL is the first step to building a robust and theory-driven curriculum for our budding physician-educators.en_US
dc.language.isoen_USen_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectTeam-Based Learningen_US
dc.subjectLearning to Teachen_US
dc.subject.lcshMedical Educationen_US
dc.subject.lcshTeachingen_US
dc.titleLearning to Teach in Medical Education: A Critical Analysis of Team-Based Learningen_US
dc.typeCapstoneen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US


Files in this item

Icon

This item appears in the following Collection(s)

Show simple item record