Peripheral placements during medical school – impact on mental health

Abstract

develop deeper understanding of the curriculum and is an integral part of many students’ learning toolbox. My positive experience of these talks, reinforced by the view of my peers, corroborates the success of a similar student-led program reported in de Cates et al. (2018), suggesting a role for near-peer teaching programs in all medical schools. While previously, teachers have been reluctant to speak at revision talks organized by student societies, arguing that the material has “already been covered,” this year there has been a noticeable increase in faculty members agreeing to participate. Engagement of faculty members in our parallel curriculum to supplement formal teaching has been well-received by students and illustrates Quirk and Chumley’s (2018) description that teachers can positively impact the parallel curriculum. Furthermore, with faculty members willingly volunteering to aid our educational needs outside the formal classroom, working student–mentor relationships have subsequently been built. A successful adaptive curriculum needs transformative learners and receptive teachers to expand the educational landscape and find new ways to improve learning. Further research into the benefits of near-peer teaching and informal faculty teaching, and their subsequent introduction, will improve future learners’ knowledge and confidence and produce a better-equipped generation of medical students.