Content available only in Spanish.
The health sciences student as an educator
The health sciences student as an educator
Ariana Cerón-Apipilhuasco 1 
, Thalía L. Luna-Jiménez 2 , Andrea González-Flores 2 , José A. Peñúñuri-Domínguez 3, Fernando Días-Giménez-Nogueira 3 , Lucía Pesqueira-Oliver 3, Alejandra Valdes-Gutiérrez 3 , Jorge Loría-Castellanos 4 , Steven Duarte-González 5
1 Clinical Simulation Center, Universidad Anahuac, Mexico City, Mexico; 2 Centro Anáhuac de Simulación Clínica, Universidad Anáhuac México, Ciudad de México, México; 3 Centro Anáhuac de Simulación Clínica, Universidad Anáhuac, Ciudad de México, México; 4 Centro de Simulación, Universidad Anáhuac, Ciudad de México. México; 5 Residencia de Medicina Interna, Médica Sur. Ciudad de México, México
*Correspondence: Ariana Cerón-Apipilhuasco. Email: ariana.ceron85@gmail.com
Abstract
Teaching is an essential component in the training of healthcare professionals. The increasing implementation of programs in which medical students take on teaching roles has demonstrated multiple benefits, both in their learning and professional development. This review analyzes the impact of peer teaching and formal teaching training in health sciences students, focusing on their role as future educators during residency and medical practice. A comprehensive literature review was conducted in specialized databases to assess the effectiveness of these programs. The findings suggest that peer teaching improves academic performance, strengthens communication and leadership skills, and contributes to a more effective doctor-patient relationship. Additionally, formal teaching training in medical education remains limited in many institutions despite its proven positive impact. It is concluded that integrating teaching training from the undergraduate level and extending it into residency is a key strategy to improve health sciences education and optimize clinical teaching.
