In peer teaching, learners are taught by those similar in age or at a similar educational stage. Many peer teaching programmes in medical school involve junior students being taught by senior students.1 Some evidence suggests that the closer learners are in training stage to their teacher, the better the learning outcomes.2 This might be because peers have better ideas of the relative importance of different topics.3 Students also say that peer teaching enables them to direct their own education.4
Peer teaching doesn’t just help learners—teachers can benefit too.45 It provides an opportunity for revision and furthering knowledge. Developing ways to explain challenging concepts to peers promotes effective communication skills, which are essential for working in teams and with patients.
This article provides some tips on how to set up a peer teaching initiative on the basis of the authors’ experiences.
This type of teaching can be coordinated formally within a whole year group, or ad hoc by a group of students on placement. It is particularly useful preparation for OSCEs (objective structured clinical examinations) and is most effective in groups of three to five. Students take turns in playing the roles of examiner and candidate.
You …

中文翻译：

---

如何参与同伴教学。

在同peer教学中，学习者由年龄相似或处于相似教育阶段的人教。医学院的许多同伴教学计划都涉及由高年级学生教授的初中生。1一些证据表明，学习者越靠近教师培训阶段，学习成果就越好。2这可能是因为同龄人对不同主题的相对重要性有更好的想法。3学生还说，同伴教学使他们能够指导自己的教育。4
同行教学不仅能帮助学习者，老师也能从中受益。4 5它提供了修订和进一步了解的机会。开发向同伴解释具有挑战性的概念的方法可以提高有效的沟通技巧，这对于团队合作和与患者合作至关重要。
本文根据作者的经验，提供了一些有关如何建立同伴教学计划的提示。
此类教学可以在整个一年的小组中进行正式协调，也可以由一组就职的学生临时协调。这对于OSCE（客观结构化临床检查）特别有用，并且在三到五人的小组中最有效。学生轮流扮演考官和候选人的角色。
你…