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The Triad Model of Mentoring: A Fourth Year Student as Lecturer in Pathology

The Triad Model of Mentoring: A Fourth Year Student as Lecturer in Pathology. William E. Triest, M.D. Professor of Pathology. Triad Model of Mentoring. Senior Student (MSIV). Faculty. Pre-Clinical Years (MS II). Academic Medicine elective: Objectives.

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The Triad Model of Mentoring: A Fourth Year Student as Lecturer in Pathology

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  1. The Triad Model of Mentoring:A Fourth Year Student as Lecturer in Pathology William E. Triest, M.D. Professor of Pathology

  2. Triad Model of Mentoring Senior Student (MSIV) Faculty Pre-Clinical Years (MS II)

  3. Academic Medicine elective: Objectives • Offer MS4 student instruction in adult learning principles, and teaching experience. • Obtain senior student perspective: 1. Essential curriculum content. 2. Optimal presentation.

  4. Problems addressed • Medical students face overwhelming material to be learned. • Integration of new content and unfamiliar concepts is difficult.

  5. Problems: Faculty perspective • MS2 students report that the majority do not buy the textbook for pathology; Mixed requests for short vs. comprehensive handout. • Student evaluations are often emotional, focused on negatives, and reflect stress and professional immaturity. • (Not new or unique to our students!)

  6. Method of MS4 lecture in pathology • MS4 given faculty PowerPoint and handout as starting points. • Revised and amended as student wished. • Discussed presentation with faculty. • Faculty present during lecture.

  7. Results: MS2 perspective • Student comments on MS4 lecture were overwhelmingly positive. • Viewed as knowledgeable, organized, relevant. • Peer mentoring and role model aspect: MS4 cited relevance of material to clinical rotations and exam experience.

  8. Results: Faculty perspectiveMS4 content compared to faculty content • Reduced detail on pathophysiology. • Focused on major entities with less consideration of differentials. • Good organization, structure. • Some diagrams added. • Radiologic correlations added. • Student user validation of content.

  9. Conclusions • MS4 perspective on content and presentation of basic science lectures provides a valuable user perspective. • MS4 evaluations of basic science instruction in retrospect offers a more professionally mature view to be compared to real time reactions. • It is always a pleasure to work closely with an interested and enthusiastic student.

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