Table 4.

Outcomes quotes

Outcomes	Quotes
Consolidation of knowledge	“This semester, I really grew as a teacher. There are a couple of things that I would keep, such as finding ways to relate the content to the students as well as using a bit of humor here and there to keep the learning environment fun. As for things that I would change, the biggest change that I would make is focus on clinical. I started to do that more over time this summer, but if I were to do it again, I would immediately go to clinical questions. By doing it at the beginning, it also helps the students start thinking in that way.”
Interprofessional education and appreciation for PA profession	“For anatomy in particular, I feel like understanding can come before remembering. The PA students have a lot of clinical knowledge, and so they understand a lot about pathologies and how a normal organ functions, but at this stage, they do not have as many structures memorized. As a result, we as PA fellows can use what they know clinically to help them better remember these structures.”
Appreciation of teaching	“In the future, in addition to being a peer leader for the incoming M1s, I would like to continue to offer support to medical students and residents as I move through my own career. In some ways I think this will look similarly to the support I’ve received from my M2 leaders and from faculty advisors, but there are also other ideas that I’d like to discuss with mentees. For me, I think that asking medical students about their lives outside of school has been very superficial and discussing issues at home seen as somewhat ‘unprofessional’ even though the school makes efforts to promote wellness. For example, my father has been receiving treatment for prostate cancer over the past year and it has been difficult to be away, especially during covid when communicating with providers has been extra difficult for my dad. When I brought up the stress of this in advising, I felt it just made the advisor uncomfortable since there was no easy “solution”—I wish someone could have just sat with me and acknowledged that this is hard—the education is hard, the pandemic is hard, trying to balance a life in the background is hard—creating a space for that shared understanding of someone’s struggle is something I’d like to do when I am in a position of greater experience.”
Career interest in academia	“I definitely think that peer teaching in this program and in previous programs has helped prepare me to be an educator in my role as a healthcare provider. Teaching my peers makes me take a step back and think about how I felt before I understood the material and the areas that I struggled to understand. I also like to try to anticipate the types of questions students will ask so that I am better prepared to provide them with a clear and structured answer that will clarify any confusion they might have.”
Patient education comfort	“Health literacy varies widely amongst people, patients, and even students in health care professions. Thus, in order to step into the role of educator for my future patients, I must be comfortable teaching to patients with a wide variety of previous knowledge. With my medical school peers in a TBL setting, as with the physiology review sessions and anatomy lab, I am able to teach to an audience that already has a pretty good level of understanding. Furthermore, in holding review sessions on Histology for the PA students that do not study histology before the sessions, I am teaching to an audience with a limited knowledge of the material. Practice in all of these areas of teaching will be, I hope, good practice for my future education of patients.”