ArticleBMC medical education2025
Benefits of a near-peer program from the tutors' perspective: a survey of Australian junior doctors in a regional teaching program.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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Who cites it
6 citing papers in PubMed.
- Developing early-career clinical educators - a qualitative study of a pedagogical internship track for junior doctors in Sweden.BMC medical education · 2026Article
- Informal Near-Peer Teaching Effects on Medical Student Pre-Clinical Learning.Medical science educator · 2026Article
- Reflections on the value of near-peer teaching in anatomy education.Canadian medical education journal · 2025Article
- Article
- Entrustment of student supervision to GP trainees - a qualitative interview study of factors influencing entrustment decisions.BMC medical education · 2025Article
- Effectiveness of a near-peer teaching model in an otolaryngology bootcamp for medical students: a pilot study.Canadian journal of surgery. Journal canadien de chirurgieArticle
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundNear-peer teaching has been shown to provide diverse benefits for both tutees and tutors in senior medical student and junior trainee settings. However, junior trainees may face more obstacles in teaching including competing clinical priorities and time management. We sought to investigate the challenges and benefits of engaging in near-peer teaching for junior trainees within our local context. Our Near-Peer Medical Teaching (NPMT) teaching program is designed and facilitated by junior doctors for medical students at the Central Coast Clinical School (University of Newcastle) of the Joint Medical Program.
methodsCurrent and past NPMT tutors participated in an online survey from October 2022 to April 2023. Tutors were asked about feasibility of teaching within a work environment, perceived benefits from their experience and attitudes towards medical education.
resultsTeaching experience appears to be influenced by competing clinical priorities and convenience of session times, but it does not appear to exert considerable stress on tutors likely due to self-selection of tutors with prior enjoyable teaching experience. Furthermore, this study indicates that junior doctors derived enjoyment and developed clinical skills and professional qualities, which are important factors in increasing job satisfaction and ameliorating burn-out in this cohort.
conclusionsJunior doctors appear to benefit from engaging in near-peer programs in the Australian teaching hospital setting. Further research should include qualitative methodologies to explore the perspectives of Australian junior doctors' more deeply.
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