"Learning by teaching": a peer-teaching model for diversity training in medical school.
BACKGROUND
The sociocultural medicine teaching experience examines the viability and efficacy of a peer teaching model in enhancing diversity-focused attitudes, knowledge, and skills in medicine among advanced level medical students.


METHODS
This experience recruited 4th year students to facilitate diversity-focused case-based discussions for 2nd year students. Peer teachers participated in a training session that addressed personal exploration of sociocultural background, health care disparities, biosociocultural aspects of the patient case, and facilitation skills. Evaluation assessed learning outcomes, teaching experience; and attitudes, knowledge, and skills related to sociocultural medicine.


RESULTS
Paired t tests revealed a greater understanding of the relation among sociocultural background, health, and medicine (p <.05), and greater proficiency with teaching sociocultural medicine topics to peers (p <.01). Overall, peer teachers agreed the experience increased their exposure to sociocultural factors in patient care, enhanced their case conceptualization skills, and encouraged them to consider personal belief systems.


CONCLUSIONS
Findings suggest peer teaching can be an effective model to refine knowledge, attitudes, and skills related to diversity issues in health care. The model may be a viable approach for diversity training in graduate and continuing medical education.
Tang
Tricia S
TS
Department of Medical Education, University of Michigan Medical School, Ann Arbor 48109, USA. tangts@umich.edu
Hernandez
Eric J
EJ
Adams
Barbara S
BS
D001291:Attitude of Health Personnel; D018864:Cultural Diversity; D004501:Education, Medical / Q000379:methods*; D007858:Learning; D017145:Models, Educational; D010379:Peer Group; D013663:Teaching; D014481:United States