ArticleJournal of education and health promotion2026
Near-peer versus faculty member teaching in endocrine physiology: Medical students' academic achievement and satisfaction.
Article in Journal of education and health promotion, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
BACKGROUND AND
aimGiven the recent significant changes in the teaching strategies for basic sciences in medicine, near-peer teaching (NPT) is gaining popularity as an effective educational method. This study aimed to investigate near-peer vs. faculty member teaching in endocrine physiology: medical students' academic achievement and satisfaction. MATERIALS AND
methodsThis quasi-experimental study utilized a pre-test-post-test intervention design and involved all second-year medical students enrolled in the endocrine glands and reproductive systems physiology course. The intervention group participated in five sessions (four topics of endocrine physiology) of NPT led by a sixth-year medical student intern, along with five sessions of faculty teaching. In contrast, the control group, which consisted of all second-semester students, received the same ten sessions through faculty teaching. The academic achievement of the students was assessed based on their final exam scores and the pre-test-post-test scores obtained from each session. Additionally, students' satisfaction was measured using a researcher-designed questionnaire.
resultsThe results showed that in all four topics taught, both the NPT and the faculty teaching groups experienced a significant positive change in learning, evidenced by an increase in post-test when compared to pre-test scores. However, the faculty teaching group demonstrated notably greater improvements than the NPT group (
conclusionWhile peer teaching is a valuable strategy in the teaching-learning process, medical students prefer lecture-based learning for basic sciences.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.