Junior doctor teaching delivered by near peers

Abstract

Fifteen sessions were delivered by four tutors. All sessions received positive feedback from learners with nine sessions receiving a five out of five rating. In addition, the confidence ratings of the learners increased following each session. The tutors improved in all items of the teaching assessments and the overall rating of their teaching. Near-peer teaching could enhance the training of junior doctors DISCUSSION: The results of this pilot study suggest that the benefits described in undergraduate near-peer teaching programmes may also be seen in postgraduate medical education. Thus near-peer teaching could enhance the training of junior doctors, and we encourage the proliferation of such programmes to further evaluate their benefits in this setting.

Senior house officer perspectives on the educational benefits of a local teaching programme at a specialist orthopaedic hospital

“…In terms of the learner perspectives on the person delivering the teaching, it was generally felt the programme 'bene ts from teaching being delivered by senior clinicians' and there was a preference towards 'consultant lead teaching'. Sessions delivered by non-Consultants were also well received however, with a suggestion being made to 'encourage registrars to give more teaching sessions' and indeed the potential of near-peer teaching to enhance the training of junior doctors is widely described in medical education literature (7).…”

Organising near‐peer teaching programmes for clinical professionals

“…The study reported that teaching skills in various domains and the confidence of learners were measurably improved through the programme. The authors suggested that positive effects of near‐peer programmes on teaching skills could enhance professional training . Systematic review evidence reports benefits for students in professionalism, academia and affect, and benefits for near‐peer teachers in affect, communication and social skills .…”

“…There is no universally accepted definition of what near-peer teaching is: the concept has been variously described as 'an approach where the teacher is at least one year senior to the learner', 1 'trainees teaching more junior trainee colleagues', 2 and 'a form of teaching where students are instructed by other students' . 3 A comprehensive definition, however, is as follows: 'people from similar social groupings who are not professional teachers helping Editor's note: Near-peer teaching (NPT) and peer-assisted learning (PAL) are topics that have frequently featured in The Clinical Teacher and other education journals in the last few years.…”

“…The authors suggested that positive effects of near-peer programmes on teaching skills could enhance professional training. 2 Systematic review evidence reports benefits for students in professionalism, academia and affect, and benefits for near-peer teachers in affect, communication and social skills. 10 These studies are limited by the subjective nature of self-reported outcome measures and questionnaires, but perhaps together support the idea that near-peer teaching holds value for all of the parties involved.…”

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

“…without faculty input) (Bowyer & Shaw 2021), and few programmes offer formal opportunities to prepare students for their roles as teachers after graduation (McKenna & French 2011;Spies et al 2021). Furthermore, NPT is often initiated as a costeffective measure to address increasing student numbers, rather than by the educational promise behind this approach (Anyiam et al 2018;Burgess et al 2014;De Menezes & Premnath 2016;Mutwali & Hassan 2013;Taylor et al 2013;. Similarly, the NPT programme reported in this study was developed because of financial constraints resulting from increasing class sizes requiring additional clinical educators.…”