ArticleAnnals of medicine2026
Prepare medical graduates for residency through near-peer teaching: addressing reciprocal determinants.
Article in Annals of medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
12 authors.
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Abstract
backgroundThe transition from medical school to residency represents a critical period marked by increased personal stress and potential compromises in patient care. This study evaluated the impact of a Near-Peer Teaching Workshop on medical graduates' confidence and anxiety during the transition to postgraduate training.
methodsNewly qualified doctors attended a Near-Peer Teaching Workshop. The workshop design was informed by Bandura's Social Cognitive Theory, emphasizing learning through observation, role modeling, and self-efficacy enhancement. Four interactive stations were facilitated by junior doctors focusing on crucial on-call topics. Pre- and post-workshop questionnaires assessed confidence in managing acute scenarios, communication skills, and anxiety regarding future on-calls.
resultsForty-seven participants attended the workshop; 47 (100%) and 43 (91.5%) completed the pre- and post-workshop questionnaires, respectively. The workshop significantly reduced anxiety regarding future on-call duties from 77.1% to 60.4% (
conclusionA theory-informed Near-Peer Teaching Workshop was associated with higher self-reported confidence and lower anxiety, demonstrating potential to address unmet learning needs in newly qualified doctors. Integrating near-peer teaching, observational learning, and self-efficacy strategies may strengthen transition-focused educational interventions for early postgraduate doctors.
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