Peer and Near-Peer Teaching Models in Surgical Education: A Systematic Review

To identify what types of models exist for peer teaching in surgery to acquire surgical skills, to summarize the impact of peer teaching models and to discuss their potential implications on competency-based medical education.

In this systematic review, MEDLINE, EMBASE, and Web of Science were searched from inception to May 14, 2025. Randomized controlled trials (RCTs), cohort, cross-sectional, and quasi-experimental designs evaluating peer or near-peer teaching for surgical skill acquisition were included. Risk of bias was assessed using Cochrane RoB 2.0, ROBINS-I, and JBI checklists.

Studies were conducted in undergraduate and postgraduate surgical training programs across academic institutions internationally.

Twenty-one studies (12 RCTs, 1 cross-sectional, 1 prospective cohort, 6 pre-post) were included. Participants included medical students and residents serving as learners or peer-teachers.

Peer and near-peer instruction improved learner confidence and technical proficiency, with performance outcomes often similar to those observed in faculty-led instruction for basic surgical skills. Workshop (n = 8), classroom (n = 8), and simulation (n = 4) models most commonly targeted suturing, knot-tying, and laparoscopic skills. Effectiveness was greatest when peer-teacher experience matched skill complexity. Resident-led models effectively taught advanced laparoscopic and robotic techniques, whereas medical student tutors were most effective for foundational tasks. Most studies (81%) demonstrated moderate risk of bias, with only 2 assessing teacher outcomes.

Peer and near-peer teaching provide an effective approach for surgical skill development, supporting competency-based medical education. Structured alignment of skill complexity with peer-teacher expertise may achieve competency outcomes comparable to faculty instruction while also enhancing learner confidence, teaching competence, and scalability in surgical education.