All Outputs (3)

How does peer teaching compare to faculty teaching?: a systematic review and meta-analysis (2015)
Journal Article
Rees. (2015). How does peer teaching compare to faculty teaching?: a systematic review and meta-analysis. Medical Teacher, 829- 837. https://doi.org/10.3109/0142159X.2015.1112888

PURPOSE: In undergraduate medical education, peer-teaching has become an established and common method to enhance student learning. Evidence suggests that peer-teaching provides learning benefits for both learners and tutors. We aimed to describe the... Read More about How does peer teaching compare to faculty teaching?: a systematic review and meta-analysis.

Developing students’ teaching through peer observation and feedback (2015)
Journal Article
Rees. (2015). Developing students’ teaching through peer observation and feedback. Perspectives on Medical Education, 268-271. https://doi.org/10.1007/s40037-015-0213-9

With the increasing popularity and scale of peer teaching, it is imperative to develop methods that ensure the quality of teaching provided by undergraduate students. We used an established faculty development and quality assurance process in a novel... Read More about Developing students’ teaching through peer observation and feedback.

Modelling successful primary care for multimorbidity: a realist synthesis of successes and failures in concurrent learning and healthcare delivery (2015)
Journal Article
Rees, & Protheroe. (2015). Modelling successful primary care for multimorbidity: a realist synthesis of successes and failures in concurrent learning and healthcare delivery. BMC Family Practice, https://doi.org/10.1186/s12875-015-0234-9

Background People are increasingly living for longer with multimorbidity. Medical education and healthcare delivery must be re-orientated to meet the societal and individual patient needs that multimorbidity confers. The impact of multimorbidity on... Read More about Modelling successful primary care for multimorbidity: a realist synthesis of successes and failures in concurrent learning and healthcare delivery.