Bridging the Gap: Gaining Proficiency in Translational Science Utilizing a Peer-to-Peer teaching model between Medical and Graduate Biomedical Students.

Faculty/Staff Leader Summary

Research skill proficiency is a critical component of evidence based medical education. The LCME medical student (MS) professional competencies reflect the importance of training future physician scientists by including the following standards: support for MS participation in research, academic environments permitting interaction with students in other programs, and instruction in the basic scientific principles of clinical and translational research. Current medical school curriculum lacks structured didactics in basic/translational science techniques and team-based science. Confounding this, technical training in laboratory techniques during undergraduate school is not ubiquitous and a high proportion of our MS come from underrepresented groups. These factors create barriers to exploring translational research.

By designing this curriculum, we acknowledge that our current students lack equitable access to basic science learning opportunities due to divergent skill sets. To address this equity gap, we designed a hands-on workshop curriculum specifically tailored to MS interested in basic science. This curriculum utilizes a peer-to-peer method with graduate students (GS) as the primary instructors. A near peer teaching method facilitates GS learning teaching skills, MS practicing technical skills in a supportive environment, and ultimately the practice of team-based science. Our goals include increasing preclinical MS participation in basic science research, increasing collaboration between GS and MS, and promoting faculty mentorship.

IPEC Competency Domain(s)
Communication
Roles & Responsibilities
Teams & Teamwork

IPEC Sub-Competencies Targeted
TT1: Describe evidence-informed processes of team development and team practices.
TT3: Practice team reasoning, problem-solving, and decision-making.
TT7: Share team accountability for outcomes.
RR1: Include the full scope of knowledge, skills, and attitudes of team members to provide care that is person-centered, safe, cost-effective, timely, efficient, effective, and equitable.
RR2: Collaborate with others within and outside of the health system to improve health outcomes.
C1: Communicate one’s roles and responsibilities clearly.
C5: Practice active listening that encourages ideas and opinions of other team members.