Trainees as teachers: Building evaluative judgement through peer teaching
Findings suggest the significance of self-scrutiny in response to teaching dialogues, learner cues or fixing problems, in order to develop evaluative judgement. With respect to positionality, reflection suggests the value of diverse teams, and the need for reflexivity due to the sensitising nature of expertise.
Authors
- Elizabeth Molloy (ORCID: https://orcid.org/0000-0001-9457-9348)
- Natalie Ward
- Margaret Bearman (ORCID: https://orcid.org/0000-0002-6862-9871)
- Damian J. Castanelli (ORCID: https://orcid.org/0000-0002-5377-809X)
Institutions
- Deakin University (AU)
- The University of Melbourne (AU)
- Monash Health (AU)
- Monash University (AU)
Publication Details
- Journal
- The Clinical Teacher
- Published
- 2024-10-16
- DOI
- https://doi.org/10.1111/tct.13818
- Citations
- 4
- Primary Topic
- Innovations in Medical Education
- Type
- article
- Field-Weighted Citation Impact
- 2.17
Funders
- Royal Australasian College of Surgeons