Informal near-peer teaching in medical education: a scoping review

Bowyer, Eleanor R and Shaw, Sebastian C K (2021) Informal near-peer teaching in medical education: a scoping review. Education for Health: change in learning and practice, 34 (1). pp. 29-33. ISSN 1357-6283

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Abstract

Background: Near-peer teaching (NPT) has a longstanding history within medical education. While it is becoming increasingly recognized within medical curricula, its beginnings can be traced back to informal teaching among medical students. Informal NPT such as this is still commonplace. However, it is often overlooked within the literature and has remained hidden from the scrutiny of evidence-based education. There has been minimal research conducted surrounding NPT outside of formal teaching sessions.

Methods: A scoping PubMed search was conducted after identifying appropriate search terms. Directly relevant and high quality articles were included.

Results/Synthesis: Within this scoping review, we discuss the potential benefits and shortfalls of such teaching.

Results: Benefits include the opportunity for tutors to consolidate their own learning while contributing to the medical school community. Their learners benefit from the opportunity for small group learning focused on a relevant level of knowledge. However, shortfalls include the lack of prerequites, lack of content monitoring, and lack of resources. These should be considered when discussing the efficacy of this teaching.

Conclusion: We also explore the wider culture of this informal NPT within medical education. We hope to promote further thought into this area, considering how guidance can be given to support both the near-peer teachers and their learners.

Item Type: Article
Keywords: Near-peer teaching, Near-peer tutoring, Peer teaching, Peer tutoring, Medical students, Medical school, Medical education
Schools and Departments: Brighton and Sussex Medical School > Brighton and Sussex Medical School
SWORD Depositor: Mx Elements Account
Depositing User: Mx Elements Account
Date Deposited: 02 Jul 2021 06:40
Last Modified: 02 Jul 2021 07:02
URI: http://sro.sussex.ac.uk/id/eprint/100121

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