Skip to main content
SpringerLink
Log in

Students as Teachers: Development and Implementation of a Workplace-Based Assessment

  • Short Communication
  • Published:
Medical Science Educator Aims and scope Submit manuscript

Abstract

Students as Teachers programs are prevalent, though assessments within these programs are lacking. A workplace-based assessment for clinical teaching was developed to foster formative feedback and support learner growth. Feedback narratives were analyzed to identify student teaching behaviors and demonstrated the themes medical knowledge, professionalism, communication, and teaching skills, which were subcategorized as clinical relevance, learner stage appropriateness, use of evidence-based teaching strategies, learning environment, feedback-related, and time-appropriate. This analysis supports the use of the assessment form for student teachers in the clinical environment as students received construct-relevant feedback from various raters while teaching in multiple settings.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Data Availability

The datasets analyzed during the current study are not publicly available due the information pertaining to assessment of students within the curriculum but are available from the corresponding author on reasonable request.

References

  1. Cohen A, Steinert Y, Ruano CE. Teaching medical students to teach: a narrative review and literature-informed recommendations for Student-as-Teacher curricula. Acad Med. 2022;97(6):909–22.

    Article  Google Scholar 

  2. Fuchs MA, Schwartz AW, Caton JB, Gooding H, Richards JB. Defining Student-as-Teacher curricula in the absence of national guidelines: an innovative model. Acad Med. 2022;97(6):832–8.

    Article  Google Scholar 

  3. Yeung C, Friesen F, Farr S, Law M, Albert L. Development and implementation of a longitudinal students as teachers program: participant satisfaction and implications for medical student teaching and learning. BMC Med Educ. 2017;17(1):28.

    Article  Google Scholar 

  4. Marton GE, McCullough B, Ramnanan CJ. A review of teaching skills development programmes for medical students. Med Educ. 2015;49(2):149–60.

    Article  Google Scholar 

  5. Henry D, West DC. The clinical learning environment and workplace-based assessment: frameworks, strategies, and implementation. Pediatr Clin North Am. 2019;66(4):839–54. https://doi.org/10.1016/j.pcl.2019.03.010. Epub 2019 May 15 PMID: 31230626.

    Article  Google Scholar 

  6. Accreditation Council for Graduate Medical Education. 2020. ACGME Common Core Program Requirements (Residency). 20 Jan 2021. https://www.acgme.org/Portals/0/PFAssets/ProgramRequirements/CPRResidency2020.pdf.

  7. Association of American Medical Colleges (AAMC). 2014. Core entrustable professional activities for entering residency: curriculum developers' guide. AAMC iCollaborative, Washington, DC. 20 Jan 2021. https://store.aamc.org/downloadable/download/sample/sample_id/63/%20.

  8. Phinney LB, Fluet A, O’Brien BC, Seligman L, Hauer KE. Beyond checking boxes: exploring tensions with use of a workplace-based assessment tool for formative assessment in clerkships. Acad Med. 2022;97(10):1511–20. https://doi.org/10.1097/ACM.0000000000004774.

    Article  Google Scholar 

  9. Hsieh HF, Shannon SE. Three approaches to qualitative content analysis. Qual Health Res. 2005;15(9):1277–88.

    Article  Google Scholar 

  10. Olmos-Vega FM, Stalmeijer RE, Varpio L, Kahlke R. A practical guide to reflexivity in qualitative research: AMEE Guide No. 149. Med Teach. 2022;1–11.

  11. Govaerts M, van der Vleuten CP. Validity in work-based assessment: expanding our horizons. Med Educ. 2013;47(12):1164–74.

    Article  Google Scholar 

  12. Yudkowsky R, Park YS, Downing SM. Assessment in health professions education. 2nd ed. Abingdon, Oxon: Routledge; 2020.

    Google Scholar 

  13. Gingerich A, Kogan J, Yeates P, Govaerts M, Holmboe E. Seeing the “black box” differently: assessor cognition from three research perspectives. Med Educ. 2014;48(11):1055–68. https://doi.org/10.1111/medu.12546.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Pediatrics and Medical Education, Northwestern University Feinberg School of Medicine, Chicago, IL, USA

    Robyn Bockrath

  2. Department of Pediatrics, Northwestern University Feinberg School of Medicine, Chicago, IL, USA

    Giselle Rodriguez

  3. Department of Medical Education, Northwestern University Feinberg School of Medicine, Chicago, IL, USA

    Celia Laird O’Brien

  4. Departments of Medicine (General Internal Medicine) and Medical Education, Northwestern University Feinberg School of Medicine, Chicago, IL, USA

    Brigid M. Dolan

Authors
  1. Robyn Bockrath
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Giselle Rodriguez
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Celia Laird O’Brien
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Brigid M. Dolan
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Robyn Bockrath.

Ethics declarations

Ethics Approval

The authors of this paper received IRB exemption from Northwestern University, with no consent required to participate.

Conflict of Interest

The authors declare no competing interests.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Bockrath, R., Rodriguez, G., O’Brien, C.L. et al. Students as Teachers: Development and Implementation of a Workplace-Based Assessment. Med.Sci.Educ. (2024). https://doi.org/10.1007/s40670-024-02022-y

Download citation

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s40670-024-02022-y

Keywords

Search

Navigation