Near-peer Teaching Research Articles

913 Near-Peer Teaching for Surgical Foundation Year Doctors During COVID-19 Pandemic

Abstract Introduction Literature has shown near-peer teaching to be an effective method of improving learning. There is little data on surgical teaching initiatives of this kind. Nationally and locally, teaching sessions and courses have been cancelled due to the pandemic. A new surgical lunch-time virtual course was created to fill this gap. Method FY1 doctors from University Hospital Wales were invited to participate in a survey exploring the need and topics for surgical teaching. Results were used to create a surgical teaching course. Near-peer, core surgical trainees were recruited to teach. A post-course questionnaire was distributed to FY1 doctors who attended the teaching to assess the success of the course. Results 15 FY1 doctors completed the initial questionnaire. 33% (5) were currently on a surgical placement. 60% (9) had an upcoming surgical placement. 73% (11) felt they did not have sufficient teaching on surgical specialties during medical school. 93% (14) felt they did not have sufficient teaching on how to manage surgical patients as a FY1. 100% (15) responded they would be interested in surgical teaching delivered by core surgical trainees. Eight topics were suggested, and lunchtime sessions were created. Post-course feedback was completed by 12 FY1 doctors. 88% (10) of respondents found the course ‘extremely useful’ and relevant to their surgical jobs. Conclusions There is a demand for surgical teaching for FY1s. Near-peer education designed by FY1s and delivered by CSTs is an effective way for teaching relevant surgical knowledge. Lunch-time virtual teaching is a good way to continue teaching sessions through the pandemic.

849 Anatomy Teaching to Prepare Medical Students for Placements During COVID-19 Pandemic: A Cross-Sectional Study on The Use of Online Near-Peer Teaching

IntroductionMedical students have reduced small-group teaching due to the COVID-19 Pandemic. Anatomy is taught thoroughly in pre-clinical years but not specifically during clinical years. We introduced online small-group near-peer anatomy teaching for students in their first clinical year to help them before starting clinical placements. We investigated the usefulness of revisiting anatomy and the effectiveness of small group teaching in an online setting.MethodTutors were 5th or 6th Year medical students, each teaching a group of 5 to 8 tutees anatomy relevant to their clinical placements via Microsoft Teams. Tutees completed a post-tutorial feedback form. The primary outcome was confidence on subject content before and after the tutorial. Each outcome was measured by a Likert Scale, 1 (worst outcome) to 4 (best outcome).Results127 feedback responses were analysed, a response rate of 62.0%. Mean tutee confidence improved markedly, from 1.520(SD 0.6281) to 3.079(SD 0.5856, p < 0.0001). The mean score for effectiveness of delivery and the effect of technical issues was 3.811 (SD 0.4127) and 3.667 (SD 0.7114) respectively. Analysis of free-text comments showed that the tutorials had a “really great group size” and were “interactive and well-informed”.ConclusionsClinically relevant anatomy teaching in a small-group-setting is useful in improving students’ confidence about the content covered in the placements. The use of online platforms to deliver this in small groups was successful, underwent smoothly and is something that can potentially be implemented in the curriculum.

Near Peer Teaching in Radiation Oncology: Proof of Principle Study for Treatment Planning Skills

Radiotherapy techniques are expanding in range and complexity, therefore protecting learning environments where residents nurture treatment planning skills is critical. The evidence base for 'near peer' teaching (NPT), where professionals at a similar career stage assist in each other's learning, is growing across hospital-based disciplines. Although this teaching format occurs according to anecdotal accounts, is has not been reported on or optimised in radiation oncology. The feasibility of a resident-led teaching program for developing treatment planning skills was investigated herein through a quality improvement (QI) methodological approach.

Creating an Ultrasound Scholarly Concentration Program for Medical Students.

IntroductionPoint of care ultrasound (POCUS) is increasingly prevalent and standardized in undergraduate medical education (UME); however, roughly 25% of United States medical schools lack an ultrasound curriculum. One of the commonly cited barriers to ultrasound training in UME is faculty time resources. Here, we describe an ultrasound scholarly concentration program (SCP) designed to provide medical students with ultrasound opportunities in clinical and scholarly domains, while reducing the need for extensive faculty resources.MethodsSCPs at the University of North Carolina School of Medicine have 3 requirements: an elective course, a longitudinal portfolio, and a final scholarly project. Thus, the ultrasound SCP was designed to comprise an introductory clinical elective to ultrasound, development of a longitudinal scan portfolio, and a final scholarly project in ultrasound related research or educational innovation. A review of the literature and search of the top 50 US medical schools by US News & World Report was performed to assess the novelty of the ultrasound SCP.ResultsTo the best of our knowledge, the ultrasound SCP is the first scholarly concentration, track or pathway offered to medical students in the United States. It is the first description of a student designed and student led curriculum focused on providing meaningful ultrasound opportunities to students without necessitating unavailable faculty resources and educational infrastructure.ConclusionA novel ultrasound SCP is described which has clinical aims to expose students to clinical ultrasound as well as scholarly aims to facilitate ultrasound related research and educational innovation. It is designed to enable students to make ultrasound a defining characteristic of their medical school experience. The SCP relies on motivated student involvement and near-peer teaching in a way that is self-sustaining and self-improving.

Is remote near-peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid-19 pandemic.

In response to the Covid‐19 pandemic, medical educators have transformed pre‐clerkship anatomy curricula into online formats. The purpose of this study was to evaluate the effectiveness and student perceptions of an online near‐peer anatomy curriculum. The classes of 2022 and 2023 completed identical foundational anatomy curricula in‐person, whereas the class of 2024 completed an adapted curriculum for remote online learning. Quantitative and qualitative responses were used to compare attitudes between instructional methods. Assessment scores and evaluation survey responses were collected from the classes of 2022 (n = 185), 2023 (n = 184), and 2024 (n = 183). Mean assessment scores (±SD) for the classes of 2022, 2023, and 2024 were 93.64% (±5.86), 93.75% (±4.09), and 92.04% (±4.83), respectively. Post hoc group comparisons showed the class of 2024 scored significantly lower than the two previous classes [2022: (H(1) = 18.58, P < 0.001), 2023: (H(1) = 18.65, P < 0.001)]. Mean survey results concerning curriculum quality were 4.06/5.00 for the class of 2023 and 3.57/5.0 for the class of 2024 (t(365) = 2.67, P = 0.008). Considering a small effect size (η 2 = 0.034), there was no meaningful difference in student assessment scores. A potential drawback of online near‐peer anatomy teaching remains in student perceptions of course quality; qualitative feedback suggested technological limitations and perceptions of online course instructors were partly responsible for lower student satisfaction. Following the Covid‐19 pandemic, medical educators should incorporate the lessons learned from this unique educational inflection point to improve curricula moving forward.

The 3-D Skills Model: a Randomised Controlled Pilot Study Comparing a Novel 1\u20131 Near-Peer Teaching Model to a Formative OSCE with Self-regulated Practice

IntroductionNear-peer teaching is a popular pedagogical teaching tool, with well-recognised benefits for students and tutors. There are multiple existing models to structure these interventions, but it is often unclear how they translate to academic attainment. We designed a novel near-peer teaching model that expands on previous research.MethodsOur model was piloted in a formative Objective Structured Clinical Examination (OSCE) setting, trialled on 22 pre-clinical medical students to establish feasibility, acceptability and descriptive outcomes that could inform the design of a larger study. Students were randomly assigned to intervention or control cohorts. Each cohort undertook 5 min formative OSCE assessments with either 3 additional minutes of structured teaching or 3 min of self-regulated practice before reattempting the first OSCE station. Checklist marking sheets for 1st and 2nd sittings were collected by independent external markers, in addition to a global assessment rating in which we used the Borderline Regression Method to establish the station pass mark.ResultsA quantitative and qualitative result analysis was performed, demonstrating that students gained on average 3 additional marks after teaching with this model. Students and student-tutors reported increased confidence, high course satisfaction and evidence of reflective practice.DiscussionWe established acceptability and feasibility outcomes. The descriptive outcomes will support the design of a larger, adequately powered study required to demonstrate translation to summative exam performance.

Evaluating medical student and teacher attitudes of virtually delivered near peer medical teaching during the COVID-19 pandemic

Objective: To evaluate the effectiveness of video conferences for the delivery of near-peer medical teaching adopted in response to the COVID-19 pandemic from the perspective of medical students and near-peer teachers. Methods: A mixed-methods online survey of medical students (years 3 – 5 of a five-year medical program) and near-peer teachers (junior medical officers post-graduate years 1-3) participating in a video conference based near-peer medical teaching (NPMT) program was undertaken throughout the 2020 clinical year. A further comparative survey was conducted with those students and near-peer teachers who had previously participated in face-to-face near-peer teaching sessions. The results of these surveys were analysed using descriptive statistics and inductive thematic analysis. Results: Students and near-peer teachers found the video conference software to be user friendly (93.3%, n = 14 and 77.8%, n=7) and expressed interest in ongoing video conference delivered material (93.4%, n= 14 and 88.9% n = 8). Students were divided as to whether the video conference method of delivery limited (40%, n= 7) or did not limit (26.7%, n = 4) their interactions, while teachers noted that video conferencing did not enhance engagement (66.7%, n= 6). These findings were supported by the qualitative analysis. Key themes identified included positive reception of the teachers, content, and improved attendance/ease associated with video conferencing. Difficulties with the foreign nature of the teaching style and student engagement were also reflected in the qualitative data. Conclusion: The COVID-19 pandemic has impacted the manner in which medical student education is approached. The experience presented here from medical students and near-peer teachers demonstrates a general acceptance of video conferencing as a method of content delivery in the near-peer setting, necessitated by restrictions on face-to-face interactions secondary to the COVID-19 pandemic. Divisions remain as to whether the technology, as it is currently implemented, can maintain or surpass the interaction and engagement which accompanies face-to-face near-peer medical education.

Near-Peer Tutor: A Solution For Quality Medical Education in Faculty Constraint Setting.

Near-peer mentoring is a formal relationship in which more qualified students guide immediate junior students. It is an innovative approach to increase students' engagement from varied backgrounds and cultures in the health profession. This systematic review and meta-analysis aimed to investigate and compare the effectiveness of near-peer tutoring and faculty/expert teaching in health science undergraduates on knowledge and skill outcome. The review question considered was "how effective is near-peer tutor compare to faculty/expert teaching for undergraduate health science students?" A comprehensive systematic search was undertaken in PubMed, Embase, Scopus, and Cochrane and screened initially in Rayyan software (Qatar Computing Research Institute, Qatar). Identified articles were screened independently for eligibility by two reviewers and extracted the data. Data were analyzed using standardized mean difference with Review manager version 5.5 (Cochrane Campbell Collaboration). Sixteen studies were analyzed. Heterogeneity (I2) among studies was high in knowledge and skill scores. Heterogeneity was reduced by 30-40% after sensitivity analysis. No difference in knowledge and skill score was found among the near-peer and expert teaching groups. Students had a satisfactory learning experience with near-peer tutors except for some issues related to teaching proficiency in near-peers. Near-peer teaching was found to be as effective as faculty/expert teaching. Students were more comfortable with near-peers. As mentioned by students, some challenges were differences in teaching skills and level of knowledge among near-peers.

Anatomy Scholars Program for Medical Students Entering a Surgical Residency.

A near-peer teaching experience for upper-level medical students could help prepare them for surgical residency by providing specific education opportunities and exposure to the field of surgery. Five medical students were selected to be near-peer teachers (NPTs) in gross anatomy, and then they reflected on their experiences. The NPTs spent the majority of effort in a teaching role, and reported improved NTS, anatomy knowledge, and dissection skills. MS1s and faculty also reported on the value of the ASP. Further development and evaluation of the ASP may be an excellent opportunity for future surgeons.

Teaching scripts via smartphone app facilitate resident-led teaching of medical students

BackgroundPrevious studies have suggested that resident physicians are the most meaningful teachers during the clinical clerkships of third-year medical students (MS3s). Unfortunately, residents often feel unprepared for this crucial role. The pediatrics clerkship at our institution identified a paucity in the frequency of resident-led teaching with MS3s. Lack of confidence, suboptimal teaching space, and insufficient time were cited as the most significant barriers. To enhance resident-led teaching of MS3s, we created teaching scripts of general pediatrics topics accessible via a smartphone application (app).MethodsPrior to the implementation of the app, MS3s and pediatric residents were surveyed on clerkship teaching practices. From May 2017 through July 2018, pediatric residents working with MS3s were introduced to the app, with both groups queried on resident teaching habits afterward. We compared pre-intervention and post-intervention data of time spent teaching, teaching frequency, and a ranking of pediatric resident teaching performance compared to residents of other MS3 core clerkships.Results44 out of 90 residents (49%) responded to a pre-intervention survey on baseline teaching habits. 49 out of 61 residents (80%) completed our post-intervention survey. Pre-intervention, 75% (33/44) of residents reported spending less than 5 min per teaching session on average. Post-intervention, 67% (33/49) reported spending more than 5 min (p < 0.01). 25% (11/44) of residents reported teaching at least once per day pre-intervention, versus 55% (27/49, p = 0.12) post-intervention. Post-intervention data demonstrated a statistically significant correlation between app use and increased frequency of teaching (p < 0.01). The MS3 average ranking of pediatric resident teaching increased from 2.4 to 3.4 out of 6 (p < 0.05) after this intervention.ConclusionsResidency programs looking to reform resident-led teaching, particularly of residents early in their training, should consider our novel approach. In addition to addressing barriers to teaching and creating a platform for near-peer teaching, it is adaptable to any specialty or learner level. Future direction includes developing objective measures for teaching performance and content proficiency to better assess our intervention as an educational curriculum, as well as further investigation of the intervention as a controlled trial.

643 Near-Peer Surgical Teaching for Junior Doctors: A 16-Month Retrospective Analysis

Abstract Introduction Surgical departments across the UK are having to mitigate service demands, budget constraints and changes to work patterns with their statutory duty to provide high-quality training and education. Securing consultant-led teaching has also become increasingly difficult leading to the rise of near-peer teaching. We evaluate the long-term effectiveness of near-peer surgical teaching for junior doctors. Method We developed a rolling 12-week trainee-led didactic surgical education programme for Foundation doctors and Core Surgical Trainees. Junior doctors delivered teaching to peers with registrar input; session and supervision feedback was recorded using 5-point scales and free-text responses. Results 42 junior doctors responded to our end-of-programme feedback surveys covering December 2018 to April 2020. The overall programme (8.83±1.08/10), relevance (4.62±0.58/5), presentation quality (4.60±0.50/5) and supervisor knowledge (4.81±0.40/5) were rated highly by respondents. Attendees also reported significant improvements in subject knowledge (3.72±0.92/5 to 4.50±0.56/5, P &amp;lt; 0.0001), clinical confidence, presentation and teaching skills. Conclusions Our near-peer teaching programme addressed the educational needs of junior doctors and developed their presentation and organisational skills. Supervision and input from registrars facilitated discussion and reinforced key concepts. The success of this programme highlights the role that trainees can play in designing, developing, and leading an effective surgical teaching programme.

557 A Novel Peer-Led Anatomage-Based Teaching Programme for Medical Students

Abstract Introduction Anatomical knowledge is an essential part of surgical practice. However, its delivery lacks a standardised approach across medical school curricula. A student-led anatomy programme was implemented at a single institution, using near-peer teaching and Anatomage virtual dissection. This study aims to describe the methodology of this programme and determine the benefit of a near-peer taught anatomy course. Method The programme was organised by senior medical students, utilising Anatomage virtual dissection and techniques in line with Bigg’s constructive alignment. Attendees were asked to complete questionnaires with Likert scales (0-10) and open answer text to determine learners’ benefit. Both quantitative and qualitative analyses are presented. Results 73 students attended eight sessions from January to March 2020. Students reported a statistically significant (p &amp;lt; 0.01) increase in confidence after the sessions of 3.74±1.83. The quality and relevance of the teaching also scored highly (9.32±0.89 and 9.47±0.86 respectively). Qualitatively, students praised the "informal learning environment”, the structure of the sessions, the handout provided, and the interactivity of anatomage technology. Conclusions This study demonstrates how virtual dissection technology and near-peer teaching can derive significant benefit to undergraduate students, in line with previously published data.

394 An Anatomy Near-Peer Teaching Programme

Abstract Introduction The time dedicated to teaching of anatomy in medical schools, as well as the importance placed upon it, is decreasing. Many students struggle with learning the vast quantity of information necessary and few medical students receive instruction on how to teach. A near-peer teaching programme was designed to allow tutors to develop vital teaching skills and provide tutees with a closer look at the more complicated aspects of the anatomy course. Method Sessions took place once or twice a week throughout the academic year and were subdivided into examination technique sessions, core anatomical knowledge sessions and prosection sessions. Tutors were recruited primarily from the intercalated Clinical Anatomy BSc. Tutees were provided anonymous feedback forms following each session and completed pre and post session MCQ tests. Tutors completed a feedback form following the programme’s completion. Results 96.9% of students reported an improvement in understanding of the topic. Students reported an increase in how prepared they felt for examinations (p &amp;lt; 0.001) as well as an improvement in MCQ scores (p &amp;lt; 0.001). 93.8% of tutors stated the programme helped prepare them for future teaching. Conclusions The results of this programme strongly support the use of near-peer teaching in anatomy education, with clear benefits for tutors and students.

Serving as an Anatomy Laboratory Teaching Assistant was not Associated with Higher Scores on the USMLE Step 1 Exam

Introduction & Objective Anatomy is the foundation of clinical practice. Serving as a near-peer teaching assistant (TA) is believed to reinforce previously acquired anatomic knowledge. Performance in medical gross anatomy has been shown to correlate with performance on licensure exams. Of the many studies that have described factors associated with USMLE Step 1 scores, none could be located that examined the influence of experience as an anatomy TA. The objective of this study was to test if medical students that served as anatomy TAs performed better than their peers on the USMLE Step 1 exam. Materials & Methods Overall Step 1 exam scores were obtained and deidentified for medical students that served as TAs for the gross anatomy laboratory component of the physical therapy program anatomy course. An unpaired t-test was used to compare those scores (dependent variable) with a control group of medical students that did not serve as TAs (independent variable), yet were in the same cohort and whose medical gross anatomy course grades were within one standard deviation of the experimental group. Results Scores were obtained for TAs (n = 60) that served in courses from 2011 to 2017 and compared with students that did not serve as a TA (n = 60). Mean USMLE Step 1 scores (± standard deviation) for the experimental group (237.967 ±19.698) were similar to the control group (236.067 ± 16.508; P = 0.568). Conclusion Serving as a TA in a gross anatomy laboratory course was unrelated to performance on Step 1 of the medical licensure exam. Significance & Implication Many gross anatomy laboratory courses include instruction from near-peer teaching assistants. These results suggest that serving as an anatomy lab TA is unrelated to performance on the USMLE Step 1 exam.

Paying for College and Teaching Your Peers: An Approach for Deeper Learning

This paper reports on a project that investigate the impact of a near-peer teaching intervention on undergraduate students’ understanding of student loans and college expenses. The research is a pilot study based on a small sample size of undergraduate students. The sample consists of the 38 students enrolled in an undergraduate personal finance course at The Ohio State University in Spring 2019. Students completed a two-workshop, near-peer teaching project at a local high school on the topic of “costs of college”. Follow-up survey responses document the effectiveness of the project for the undergraduate students’ learning of key personal finance topics and of useful professional skills.

Randomized Trial of a Year-Long USMLE Step 1 Preparation Near-Peer Teaching Program.

Near-peer teaching (NPT) is a peer-assisted learning method that has been adopted by medical schools as studies have reported benefits to both tutors and tutees. Published studies suggest students may benefit from NPT programs when preparing for the US Medical Licensing Examination (USMLE) Step 1 exam, but they did not use a randomized controlled trial methodology. To determine the impact of a year-long NPT preparation program for the Step 1 examination, we conducted a randomized-controlled trial among second-year medical students at New York Medical College during the 2017-2018 and 2018-2019 academic years. Students who enrolled in the study were invited to complete a post-exam survey, and Step 1 examination scores of intervention and control groups were compared, controlling for preexisting academic differences and demographic traits. While the majority of students reported NPT program participation was a valuable use of their time, we found no significant difference in Step 1 scores between intervention and control groups. Notably, students identifying as female, underrepresented in medicine (UIM) or socioeconomically disadvantaged (SED) enrolled in higher proportions compared to the combined M2 student body of the 2017-2018 and 2018-2019 academic years. Our results may highlight the limitations of NPT programs for board examination preparation and inform the future design of peer-assisted learning programs within medical schools.

Effectivity of near-peer teaching in training of basic surgical skills \u2013 a randomized controlled trial

BackgroundNear-peer teaching (NPT) is a special way of teaching where the tutor is one or more academic years ahead of the person being tutored. The literature agrees on the benefits of the method, but there are only a few publications examining its effectiveness using objective methods. The aim of our study was to examine the effectiveness of NPT in the training of basic surgical skills.MethodsWe included 60 volunteer students who participated in a 20 × 45 min long surgical skills course. Based on the results of a pre-course test, we randomly divided the students into six equal groups. All groups completed the same curriculum, with three groups being assisted by a NPT tutor. After the course, they completed the same test as at the beginning. The exams were recorded on anonymized videos and were blindly evaluated. The students’ satisfaction was monitored using a self-administered online anonymous questionnaire. Statistical analysis was performed using the Mann-Whitney and Wilcoxon tests.ResultsOverall, student performance improved with completion of the course (from 119.86 to 153.55 points, p < 0.01). In groups where a NPT tutor assisted, students achieved a significantly better score (37.20 vs. 30.18 points improvement, p = 0.036). The difference was prominent in surgical knotting tasks (14.73 vs. 9.30 points improvement, p < 0.01). In cases of suturing (15.90 vs. 15.46 points) and laparoscopy (7.00 vs. 4.98 points), the presence of the NPT tutor did not significantly affect development. Based on student feedback, although students positively assessed the presence of NPT, it did not significantly improve students’ overall satisfaction since it was already 4,82 on a scale of 5 in the control group.ConclusionsOverall, involving a NPT tutor had a positive impact on student development. An outstanding difference was observed in connection with knotting techniques.

Community-based near-peer teaching of first-year dental students.

Medical EducationVolume 55, Issue 5 p. 634-634 REALLY GOOD STUFF: Lessons learned through innovation in medical education Community-based near-peer teaching of first-year dental students Syed Jaffar Abbas Zaidi, Corresponding Author jaffar.zaidi@duhs.edu.pk orcid.org/0000-0002-2564-7818 Correspondence Syed Jaffar Abbas Zaidi, Oral Biology, Dow University of Health Sciences, Suparco Road, Off Main University Road, Gulzar-e-Hijri, Scheme 33, Karachi, Karachi 74200, Pakistan. Email: jaffar.zaidi@duhs.edu.pkSearch for more papers by this authorQaiser Ali Baig, qaiser.ali@duhs.edu.pk orcid.org/0000-0002-2418-5033 Search for more papers by this authorMuhammad Shahid Shamim, shahid.shamim@duhs.edu.pk orcid.org/0000-0001-8738-5289 Search for more papers by this author Syed Jaffar Abbas Zaidi, Corresponding Author jaffar.zaidi@duhs.edu.pk orcid.org/0000-0002-2564-7818 Correspondence Syed Jaffar Abbas Zaidi, Oral Biology, Dow University of Health Sciences, Suparco Road, Off Main University Road, Gulzar-e-Hijri, Scheme 33, Karachi, Karachi 74200, Pakistan. Email: jaffar.zaidi@duhs.edu.pkSearch for more papers by this authorQaiser Ali Baig, qaiser.ali@duhs.edu.pk orcid.org/0000-0002-2418-5033 Search for more papers by this authorMuhammad Shahid Shamim, shahid.shamim@duhs.edu.pk orcid.org/0000-0001-8738-5289 Search for more papers by this author First published: 07 March 2021 https://doi.org/10.1111/medu.14502Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume55, Issue5May 2021Pages 634-634 RelatedInformation

Training and education model for anatomy near-peer teachers

Training and education model for anatomy near-peer teachers

The Efficacy of Near-Peer Teaching in Paramedicine Education: a Literature Review.

The transition of paramedic practice to paramedicine benchmarked by higher education programs has identified practical skills acquisition difficulty. Pedagogical interventions for health-related education programs advocate for strategies such as near-peer teaching as a viable solution to address these challenges. However, there remains a paucity of published literature on paramedicine-specific near-peer programs. This systematic review aimed to identify research that described or documented paramedicine-specific near-peer teaching programs and categorize the outcomes to better understand the perceived benefit of NPT in paramedicine education.