Abstract：
BACKGROUND: Peer-assisted learning programs have been focused on providing students with competencies to deliver lectures and facilitate workshops, whereas involvement of students as co-developers of educational programmes has been relatively under-described in the literature. Likewise, the use of students as facilitators in simulation-based training and debriefing is also scarce. In this paper, we describe how medical students were co-developers of a novel course on patient safety and how they were trained as student facilitators to conduct simulation-based training and debriefing, as well as workshops.
METHODS: Medical students co-developed a course in patient safety consisting of three simulation-based scenarios and three workshops. The students were educated in relevant patient safety topics. They were trained to become student facilitators to conduct workshops, simulations and debriefings at a patient safety course for medical students. A questionnaire was developed to evaluate the course participants´ perception of the learning objectives and the student facilitators following the latest course in 2020. In addition, semi-structured interviews with the student facilitators were conducted to explore their perceptions of being part of the course.
RESULTS: A total of 92% of the course participants completed the evaluation of the course. The majority of the course participants found that the student facilitators created a safe learning environment and had the necessary skills to teach. The learning objectives for the course were found to be useful. A total of 10 interviews with the student facilitators were conducted. We found that the student facilitators were motivated to teach in the course, as a way of improving their teamwork, leadership qualities and communication skills, as well as their resume. Some of the student facilitators mentioned that they were able to create a safe learning environment, whereas others mentioned a feeling of inadequacy for their teacher role. In addition to developing their teaching skills, they mentioned that they developed their medical expertise, alongside their communication-, collaboration-, leadership- and professional skills.
CONCLUSIONS: This study illustrates how medical students were involved in the co-development, delivery and implementation of a course in patient safety. The evaluation of the course shows that student facilitators succeeded in creating a safe learning environment. The interviews of the student facilitators reveal their various motivations for teaching, in addition to different perceptions of their experience as a student facilitator. Some expressed a positive feeling of being able to establish a safe learning environment, whilst others expressed a feeling of inadequacy when facilitating peers. In addition, the student facilitators indicated that they developed themselves both professionally and personally.
METHODS: Medical students co-developed a course in patient safety consisting of three simulation-based scenarios and three workshops. The students were educated in relevant patient safety topics. They were trained to become student facilitators to conduct workshops, simulations and debriefings at a patient safety course for medical students. A questionnaire was developed to evaluate the course participants´ perception of the learning objectives and the student facilitators following the latest course in 2020. In addition, semi-structured interviews with the student facilitators were conducted to explore their perceptions of being part of the course.
RESULTS: A total of 92% of the course participants completed the evaluation of the course. The majority of the course participants found that the student facilitators created a safe learning environment and had the necessary skills to teach. The learning objectives for the course were found to be useful. A total of 10 interviews with the student facilitators were conducted. We found that the student facilitators were motivated to teach in the course, as a way of improving their teamwork, leadership qualities and communication skills, as well as their resume. Some of the student facilitators mentioned that they were able to create a safe learning environment, whereas others mentioned a feeling of inadequacy for their teacher role. In addition to developing their teaching skills, they mentioned that they developed their medical expertise, alongside their communication-, collaboration-, leadership- and professional skills.
CONCLUSIONS: This study illustrates how medical students were involved in the co-development, delivery and implementation of a course in patient safety. The evaluation of the course shows that student facilitators succeeded in creating a safe learning environment. The interviews of the student facilitators reveal their various motivations for teaching, in addition to different perceptions of their experience as a student facilitator. Some expressed a positive feeling of being able to establish a safe learning environment, whilst others expressed a feeling of inadequacy when facilitating peers. In addition, the student facilitators indicated that they developed themselves both professionally and personally.
摘要：
背景：同伴辅助学习计划的重点是为学生提供提供讲座和促进研讨会的能力，而学生作为教育计划的共同开发者的参与在文献中相对较少描述。同样，在基于模拟的培训和汇报中，使用学生作为促进者也很少。在本文中,我们描述了医学生是如何共同开发一个关于患者安全的新课程，以及他们是如何被培训为学生促进者进行基于模拟的培训和汇报，以及车间。
方法：医学生共同开发了一个患者安全课程，包括三个基于模拟的场景和三个研讨会。学生接受了相关患者安全主题的教育。他们接受了培训，成为举办研讨会的学生辅导员，在医学生的患者安全课程中进行模拟和汇报。制定了一份问卷，以评估课程参与者对2020年最新课程的学习目标和学生促进者的看法。此外,对学生主持人进行了半结构化访谈，以探讨他们对参与课程的看法。
结果：总共有92％的课程参与者完成了对课程的评估。大多数课程参与者发现，学生辅导员创造了一个安全的学习环境，并具备必要的教学技能。该课程的学习目标被认为是有用的。总共对学生主持人进行了10次采访。我们发现学生辅导员有动力在课程中教学，作为改善他们团队合作的一种方式，领导素质和沟通技巧，以及他们的简历。一些学生辅导员提到他们能够创造一个安全的学习环境，而其他人则提到他们的教师角色不足的感觉。除了培养他们的教学技能，他们提到他们发展了自己的医学专业，除了他们的沟通，合作-,领导和专业技能。
结论：这项研究说明了医学生如何参与共同开发，交付和实施患者安全课程。对课程的评估表明，学生辅导员成功地创造了一个安全的学习环境。学生主持人的访谈揭示了他们的各种教学动机,除了对他们作为学生辅导员的经历的不同看法。有人对能够建立安全的学习环境表示了积极的感受,而其他人在促进同龄人时表现出不足的感觉。此外,学生主持人表示，他们在专业和个人方面都得到了发展。
方法：医学生共同开发了一个患者安全课程，包括三个基于模拟的场景和三个研讨会。学生接受了相关患者安全主题的教育。他们接受了培训，成为举办研讨会的学生辅导员，在医学生的患者安全课程中进行模拟和汇报。制定了一份问卷，以评估课程参与者对2020年最新课程的学习目标和学生促进者的看法。此外,对学生主持人进行了半结构化访谈，以探讨他们对参与课程的看法。
结果：总共有92％的课程参与者完成了对课程的评估。大多数课程参与者发现，学生辅导员创造了一个安全的学习环境，并具备必要的教学技能。该课程的学习目标被认为是有用的。总共对学生主持人进行了10次采访。我们发现学生辅导员有动力在课程中教学，作为改善他们团队合作的一种方式，领导素质和沟通技巧，以及他们的简历。一些学生辅导员提到他们能够创造一个安全的学习环境，而其他人则提到他们的教师角色不足的感觉。除了培养他们的教学技能，他们提到他们发展了自己的医学专业，除了他们的沟通，合作-,领导和专业技能。
结论：这项研究说明了医学生如何参与共同开发，交付和实施患者安全课程。对课程的评估表明，学生辅导员成功地创造了一个安全的学习环境。学生主持人的访谈揭示了他们的各种教学动机,除了对他们作为学生辅导员的经历的不同看法。有人对能够建立安全的学习环境表示了积极的感受,而其他人在促进同龄人时表现出不足的感觉。此外,学生主持人表示，他们在专业和个人方面都得到了发展。
