Near-peer teaching programme for medical students.

Area of Science:

• Medical Education
• Pedagogy in Higher Education

Background:

• Near-peer teaching (NPT) is an increasingly recognized pedagogical approach in medical education.
• A student-as-teacher program was implemented for fourth-year medical students (MS4s) to co-teach a second-year Respiratory Pathophysiology course.

Purpose of the Study:

• To evaluate the effectiveness and student perceptions of a near-peer teaching program in a medical school setting.
• To assess the impact of the program on both near-peer teachers (MS4s) and learners (MS2s).

Main Methods:

• Twelve MS4s co-taught case-based sessions with faculty for second-year medical students (MS2s).
• MS4s received prior training in teaching skills and strategies.
• Post-session surveys were administered to MS2s and MS4s, and MS4s completed reflection essays. Faculty provided feedback on MS4 teaching.

Main Results:

• A majority of MS2s reported enhanced understanding and rated MS4 teaching as 'good' or 'outstanding'.
• Most MS4s reported enjoyment and perceived improvement in their teaching abilities.
• Time management was identified as a common challenge by both MS4s and faculty.

Conclusions:

• Near-peer teaching (NPT) provides significant benefits for both near-peer teachers and learners in medical education.
• MS2s benefited from the relatable teaching style of MS4s, while MS4s developed valuable educator skills.
• The study supports the continued implementation and expansion of NPT programs in medical schools.