Question special

One thing that is I most valued during my experience in the "flipped classroom" in the pre-clinical year at our school was the presence of near-peer teachers, fourth and firth year medical students who volunteered their time as in-classroom student tutors. It was particularly helpful to have their help and experience--not only were they closer to us students in terms of their own learning (and could therefore understand our struggles or misunderstandings!) but they also offered hope and inspiration by sharing stories of how what we were learning in the classroom applied on the wards.

I'm curious whether other institutions have incorporated near-peer tutors in the "flipped classroom" model? If so, have these students been prepared for this role in any way?

What do our discussants think about the "flipped classroom" model not only promoting self-directed learning, but also perhaps inspiring students to think more explicitly about medical education, and perhaps their own teaching abilities? The flipped classroom certainly offers many opportunities for students to teach one another. This may have a longer term benefit of helping students become better teachers themselves--either as student-tutors, residents, or attending physicians. Many in medicine choose to take on a dual role of both providing care for patients and teaching trainees and students--is there any evidence that learning in this model not only fosters better learning but also improves teaching down the line?