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Near-peer teaching programme for medical students.

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Near-peer teaching (NPT) benefits medical students at all levels. Fourth-year students enhanced their teaching skills, while second-year students improved their understanding of respiratory pathophysiology through NPT.

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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.