34 | JADE
ARTICLE #3 | 35
DAVID S BLANCHARD AND ELIOT REES
TWELVE TIPS FOR PEER-TEACHING
Tip 6: Teach all undergraduate medical students basic
teaching theory and skills
Tip 8: Promote peer observation and feedback of peerteaching activities
As doctors have a professional obligation to teach (GMC 2009, 2011)
there is a clear need for medical students to be taught how to teach
and it has been suggested that the acquisition of such teaching skills
should commence within the undergraduate curriculum (Dandavino
et al 2007, Lockspeiser et al 2008, Amorosa et al 2011, Silbert &
Lake 2012). Medical students involved in peer-teaching have
requested instruction on how to teach (Lockspeiser et al, 2008)
and provision of basic educational training for students who teach
other students has been suggested (Wadoodi and Crosby 2002,
Dandavino et al 2007, Ross & Cameron 2007). Such a programme
should provide students with knowledge of the basic principles
of teaching, improve teaching skills and reduce anxiety related to
future teaching responsibilities (Dandavino et al 2007). There are
already established teaching courses which form compulsory parts
of some medical courses (Zijdenbos et al 2011) but this is rare within
the UK (Burgess et al 2014).
It is well-recognised that although the observation of a teaching
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