To teach is to learn twice, revisited: a qualitative study of how residents learn through teaching in clinical environments.

ABSTRACT: Teaching helps the teacher's own learning as a professional-as the saying goes, 'to teach is to learn twice'. Near-peer teaching in clinical practice has been shown to contribute to the development of both teaching skills and necessary competencies for doctors. Research on how near-peer teachers learn through their teaching roles has mainly focused on classroom learning. However, understanding how the phenomenon of 'teaching is learning twice' occurs in clinical settings and its influencing factors is important for the development of a quality workplace learning environment. Therefore, this study investigated how residents learn through teaching in clinical practice and the factors influencing this process. This study's methodology is based on the constructivist grounded theory from a soci

SUBMITTER: Kondo T 

PROVIDER: S-EPMC11293181 | biostudies-literature | 2024 Aug

REPOSITORIES: biostudies-literature