Moving Beyond the Near-Peer Teaching Model with the Rutgers New Jersey Medical School Teaching Assistant Program
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Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s40670-024-01988-z.pdf
Reference12 articles.
1. Dandavino M, Snell L, Wiseman J. Why medical students should learn how to teach. Med Teach. 2007;29(6):558–65. https://doi.org/10.1080/01421590701477449.
2. Nelson AJ, Nelson SV, Linn AM, Raw LE, Kildea HB, Tonkin AL. Tomorrow’s educators… today? Implementing near-peer teaching for medical students. Med Teach. 2013;35(2):156–9. https://doi.org/10.3109/0142159X.2012.737961.
3. Bene KL, Bergus G. When learners become teachers. Fam Med. 2014;46(10):783–7.
4. Rees EL, Quinn PJ, Davies B, Fotheringham V. How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Med Teach. 2016;38(8):829–37. https://doi.org/10.3109/0142159X.2015.1112888.
5. Ten Cate O, Durning S. Peer teaching in medical education: twelve reasons to move from theory to practice. Med Teach. 2007;29(6):591–9. https://doi.org/10.1080/01421590701606799.
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