Effectiveness of peer teaching in medical education: medical student’s perspective
Farhiya Omar, Maryam Zaheer, Muna Ahmed
Faculty of Medicine, St George’s Hospital Medical School, London, UK
As three clinical-year medical students in the United Kingdom, we were particularly intrigued by Elhassan’s1 research into a weekly educational activity called the “hospitalist huddle” in the United States. It explored the concept of peer teaching among doctors and its effectiveness. In this letter, we will discuss the usefulness of peer teaching for medical students as well as the different educational opportunities similar to the “hospitalist huddle” that exist in UK hospitals.
Department of Internal Medicine, Division of Hospital Medicine, UCSF/Fresno Center for Medical Education and Research, Fresno, CA, USA
I read with interest and joy the letter written by Omar, Zaheer, and Ahmed, all clinical-year medical students in the United Kingdom, regarding their experience with peer and near-peer teaching in their institution. It is a delight to learn that their experience with this medical education tool is positive and affirmative. This adds support to the notion that teaching with flat hierarchy is truly appealing for medial learners at different educational levels and within different clinical settings, not only in the US, but also in other similar medical education systems.
View the original paper by Elhassan
This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution - Non Commercial (unported, v3.0) License. By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms.Download Article [PDF] View Full Text [HTML][Machine readable]