Experiential Innovations: Student peer-led topic discussions through a faculty team-based model

Background/purposeThis study explored the creation of an Internal Medicine/Critical Care faculty team to provide facilitation to student-led, active learning-based topic discussions. This method served to provide robust discussions accompanied with accountability while simultaneously alleviating faculty workload.Basic proceduresFaculty met prior to each rotation block to schedule and assign facilitators and students to a standard set of Internal Medicine and Critical Care topics. All students from the team of faculty were required to attend each discussion. Students were responsible for leading a short topic discussion incorporating active learning for their peers. Topic discussion facilitation was divided among the faculty. Student perceptions were gathered through anonymous Qualtrics® surveys.Main findingsA total of 43 students were included in this study. The response rate for the voluntary survey was 84%. Overall, 88% of students agreed peer teaching increased their confidence. Students reported topics were appropriate 98% of the time. Most students reported an increase in knowledge as a result of the topic discussion. Faculty reported 66% reduction in workload for weekly topic discussions.Principal conclusionsA peer-teaching model for topic discussions enhanced student confidence during APPE rotations and decreased faculty time.