An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives

Perceived teaching quality between near-peer and academic tutors in an osteopathic practical skills class

“…These journeymen share a closer congruence, both socially and cognitively, with the learners and congruence has been put forward as the theoretical basis of NPT. 1,18,30 Social congruence applies to NPT insofar as the learner and near-peer tutor are of a similar social standing within their community of practice, and just having the learners interacting with the near-peer tutors increases the value of such an educational approach. 30 Jackson and Evans 31 report there is no optimum distance between the learner and near-peer tutor, however, ten Cate and Durning 29 and Hall et al 6 suggest that once a student qualifies as a health professional, they can no longer be considered a near-peer.…”

“…15 Development of teaching skill, along with helping students to learn, has been reported as strong reasons for students to become near-peer tutors, 1,11 and potentially helps in their developing role as health professionals. 1,18,19 …”

Ten considerations for implementing effective and sustainable near-peer teaching in clinical anatomy education

“…It is possible that some academics would feel threatened by the emergence of new teachers in particular disciplines (Whitman and Fife, 1988). Nevertheless, current student perspectives are that there should be more anatomy NPT sessions in the curriculum or it should at least stay the same (Campolo, 2013). In modern curriculums, various guises of peer teaching are embedded in the timetable but with the emphasis being on developing the doctor as a teacher and shaping personal professional development (Tomorrow's Doctors, 2009).…”

“…Since most students are familiar with the importance of this publication, acquiring motivated individuals appreciative of the teaching experience requires minimal effort. In many cases, NPT program coordinators take the common option of generating an e-mail advert with a subsequent criterion led selection process (Campolo et al, 2013). According to Wadoodi and Crosby (2002), the equal opportunity method is preferable otherwise the faculty might be viewed as exploiting student's skills.…”

“…A non-compulsory course driven by a student centred approach is considered an invaluable supplement to conventional teaching methods (Lockspeiser et al, 2008;Duran et al, 2012). However, if the aim is to facilitate the development of reflective practice in whole cohorts of students as a way of meeting GMC objectives then incorporating it into the curricula would be the preferred option (McKenna and French, 2001;Campolo, 2013).…”