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Near-peer question writing and teaching programme.

Omar Musbahi1,2, Fuzail Nawab1, Nishat I Dewan1

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Near-peer assisted learning (NPAL) improved first-year medical students' confidence for their In-Course Assessment. Students were satisfied with the NPAL question writing and teaching program, reinforcing its value in medical education.

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Area of Science:

  • Medical Education
  • Student Learning
  • Peer Teaching

Background:

  • Near-peer assisted learning (NPAL) is gaining importance in medical education.
  • Evidence on NPAL's effectiveness and student perception remains limited.
  • A novel NPAL program focused on question writing and teaching was developed.

Purpose of the Study:

  • To assess if a novel near-peer question writing and teaching program improves first-year medical student confidence for their first In-Course Assessment (ICA).

Main Methods:

  • A team of medical students designed a question development and teaching program.
  • 280 first-year medical students were invited to appraise questions.
  • Questionnaires assessed student confidence and perception before and after the ICA.
  • Statistical analysis was performed using SPSS 20.

Main Results:

  • 171 students attempted the questions.
  • Students reported increased confidence with short-answer questions (SAQs) and multiple-choice questions (MCQs).
  • Students expressed overall satisfaction with the NPAL program post-examinations.

Conclusions:

  • The NPAL project indicated improved student confidence.
  • The program serves as a guide for future teaching sessions.
  • NPAL is a valuable adjunct to undergraduate medical education.