There is a recognised desire to teach amongst GP trainees yet limited formal opportunities to do this. There are known benefits of near-peer teaching to both teacher and learner, but minimal research investigating the role of GP trainees as teachers in a clinical setting. This study aims to evaluate the views of GP trainees participating in a teaching scheme piloted at the University of Manchester. This mixed-methods study was conducted over a three-year period. In years one and three, evaluation was undertaken using questionnaires comprising Likert scale items and free-text responses (n = 11). In the second year, qualitative data was collected via a focus group with GP trainees following their teaching experiences (n = 8). Subsequently, a thematic analysis was conducted. GP trainees reported benefits including improved clinical skills, job satisfaction and development of leadership skills. There was a noted impact on their teaching skills, as GP trainees demonstrated their ability to be adaptable to learners' needs and develop interactive, structured teaching sessions. The main challenges identified were organisation and time management, balancing responsibilities and adapting to student needs. Trainees unanimously felt the scheme allowed them to meet their portfolio requirements, develop their teaching skills and made them more likely to consider pursuing medical education as part of their future careers. All participants expressed a desire to continue with teaching and reported improved job satisfaction. Participation in a near-peer teaching scheme can have significant positive impacts on GP trainees' personal and professional development. Despite some challenges, trainees reported numerous benefits from undertaking the scheme. Formal teaching opportunities for GP trainees could contribute to the development of a skilled and motivated future workforce of clinician-educators in general practice.

Colorectal surgeons are naturally positioned to be excellent surgeon educators, with a technically challenging but accessible surgical practice and clinical interactions that challenge the surgeon to be an educator in every sphere of life. We discuss the importance of developing teaching skills, a framework for progress from teacher to master educator, and provide practical guidance for colorectal surgeons wishing to pursue a career trajectory in surgical education. We discuss the importance of scholarship and how to fit it into service work in education, as well as the importance of understanding systems and advocating for the effort of surgeon educators. Ultimately, developing good teaching skills and participating in education scholarship make the colorectal surgeon a lifelong learner and reflective practitioner, better able to connect with patients and colleagues.

ABSTRACT This study examines how geography teacher‑education programmes in normal universities in the Sichuan–Chongqing region prepare future middle‑school geography teachers in the context of China’s New Liberal Arts Construction reform. In this article, Geography Normal University students refer to undergraduates enrolled in geography education programmes at normal universities, whose primary purpose is to train subject‑specialist teachers for the school system. New Liberal Arts Construction denotes the national initiative to reorganise liberal‑arts education by integrating traditional humanities with information technology, interdisciplinary learning and a stronger emphasis on practice‑oriented competence. The study adopts a mixed-method research design that combines both quantitative and qualitative methods. A questionnaire survey and in-depth interview are used to collect data from Geography Normal University students and middle school geography teachers. The research results reveal misalignments between the expectations of the New Liberal Arts reform and existing training provision: students report gaps in theoretical geography knowledge, weak basic teaching skills, limited and often superficial opportunities for micro‑teaching and school‑based practice, and insufficient support for developing teaching‑research capacity. Overall, the paper argues that the reorganisation of the school curriculum under New Liberal Arts Construction requires corresponding adjustments in the design of geography teacher‑education programmes.

Using communication aids in everyday interaction is often challenging, despite evidence showing that their use can facilitate linguistic development and social participation. Previous research has identified that a key factor in promoting the use of communication aids is teaching communication partners skills that facilitate aided interaction. This paper outlines, step by step, the design process of a new evidence-based intervention model called Reco (relaxed communication), which was developed according to the Intervention Mapping Protocol. Reco was designed for children and young people for whom communication aids are recommended as well as for their communication partners. The aim of Reco is to facilitate the use of communication aids in everyday interaction. The development process began by identifying the problem and objectives for intervention and continued by selecting evidence-based methods. In the pilot phase, participants comprised two school-aged children who use AAC and their parents, school instructors, and speech and language therapists, and in the implementation phase six children and their communication partners. The implementation phase is currently under review. This protocol article is valuable for demonstrating how to use participatory research design and evaluate evidence-based interventions in the AAC field.

Dental higher education requires teaching of critical thinking and reflective skills. Both of which are strengthened by portfolio assignments. The aim of this study was to evaluate how the implementation of a portfolio assignment in a preclinical course of dental studies affected the students' understanding of course topics and their motivation to self-reflect. Students in a preclinical course focusing on the topic of 'preventive dentistry' in the third semester of dental studies were given a newly developed portfolio assignment that they were to work on throughout the semester in relation to the internship and lecture content. At the end of the semester, the success of the portfolio assignment implementation was measured using a validated evaluation form. The form included two dichotomous items, 14 Likert scale items and two free text fields regarding "portfolio assignment in the context of dental studies", "structure and tasks", "content and knowledge gain", "requirements and scope" and "overall assessment". Students of two consecutive semesters (ntotal = 64), in which the portfolio was implemented for the first time, participated in the portfolio assignment and evaluation process. The evaluation results showed that portfolio assignments and self-reflection tasks have been underrepresented in dental studies to date. In both semesters, the portfolio assignment was rated as good to very good in > 90% of cases. The structure and tasks, as well as the repetition of course content, scope and effort, were rated positively. More than 80% of the students also agreed that the reflection tasks contributed to an increase in engagement with the course content and an awareness of the knowledge gained over the duration of the semester. In conclusion, the implementation of a portfolio assignment, including self-reflective elements, into the curriculum revealed to be a promising teaching tool that is well received by students. At the same time, portfolio assignments illustrate not only to students but also to teachers that learning and optimisation is a dynamic process that should be constantly evaluated and adapted in all semesters.

Over the past few decades, the University of Liberia College of Health Sciences (ULCHS) has faced increased challenges in providing high quality health education due to societal turmoil, disease outbreaks, and a critical lack of human resources. In 2018, ULCHS leadership identified the building of a faculty development program focused on pedagogy and teaching skills as a top priority to strengthen educational output. This paper describes the creation and implementation of a pedagogical training program within the Center for Teaching, Learning, and Innovation (CTLI) at the University of Liberia College of Health Sciences (ULCHS). Using an innovative South-South Training-of-Trainers (ToT) model which leveraged local trained educators within the same city and country, the program aimed to bridge teaching and learning gaps among ULCHS faculty members. Surveys administered across three iterations of the program indicated a substantial improvement in participants' perceived knowledge in 11 competency domains related to teaching, learning, and assessment. Results demonstrated (1) the effectiveness of the pedagogy training program in building perceived skills, and (2) usage of a South-South ToT model to foster a supportive learning environment and promote systemic change. This study highlights the potential of a three-phase ToT model for transforming pedagogical practices in low-resource settings and emphasizes the importance of peer instruction in creating effective, student-centered learning environments. Not applicable.

This study aimed to evaluate the effectiveness of an artificial intelligence-supported training framework in enhancing the teaching competence of prosthodontics graduate students. Twenty-one first-year prosthodontics graduate students at Fujian Medical University participated in a structured, four-stage intervention over two semesters: baseline assessment, AI platform training, AI-assisted iterative teaching practice, and final evaluation. DeepSeek served as the core AI tool for lesson preparation, lecture script drafting, concept map generation, and interactive teaching design. Teaching competence was assessed at seven time points across five dimensions: teaching attitude and language, teaching content, logical structure, professional accuracy, and interactivity. Longitudinal changes were evaluated using repeated measures analysis, and students also rated the usefulness of the AI tool on a 5-point Likert scale. Overall teaching competence improved significantly from baseline (56.52 ± 4.83) to the final evaluation (77.24 ± 4.11; F = 45.32, p < 0.001, η2 = 0.69). All five dimensions showed significant gains, with the largest improvements in teaching content and logical structure. Individual growth curves demonstrated continuous progress for nearly all participants. Students reported high perceived usefulness of AI (median 5, IQR 4-5), reflecting positive engagement with AI-assisted training. The AI-assisted training framework was associated with improvements in prosthodontics graduate students' teaching competence, particularly in content completeness and structural coherence. The introduction of DeepSeek, with strengths in Chinese semantic processing and professional reasoning, offers a potentially useful and localized tool for dental education. This framework may provide a strategy to help cultivate graduate students with skills in research, clinical practice, and teaching, potentially supporting the development of future high-quality faculty.

The anesthesiological care of children places particular demands on the knowledge and skills of the anesthetist providing care. There is currently no structured further training in this field in Germany. Acurriculum for afellowship program in pediatric anesthesiology was developed through aconsensus procedure. Building on specialist anesthesiology training this program aims to impart specific knowledge and skills for the care of children. The defined final skills were divided into basic and advanced skills. Basic skills are taught at all fellowship sites, while the teaching of advanced skills depends on the structural requirements of the centers. In addition to the acquisition of clinical competencies, the fellowship comprises mandatory supplementary components, such as aquality improvement project, continuing professional development, certified pediatric emergency courses and webinars. The fellows' progress in competencies is monitored through regular, standardized evaluation interviews and documented as part of astructured evaluation. The "Pediatric Anesthesiology Fellowship" is acompetency-based, curriculum-structured training program. Building on specialist anesthesiology training it aims to contribute to the sustainable improvement of patient safety and the quality of care in pediatric anesthesiology.

Peer-assisted learning in medical radiation sciences education and training: A scoping review.

To evaluate the effectiveness of teaching novice learners the competency of small-bore wire-guided thoracostomy tube (SBWGTT) placement using point-of-care ultrasound (POCUS)-guided and blind, landmark-guided techniques and assess the complications associated with each technique. Crossover randomized study. Clinical skills teaching of second-, third-, and fourth-year veterinary students. Sixteen canine cadavers of various breeds, ages, and sexes. Thirty second, third and fourth-year DVM students were enrolled. Online and in-person training was completed before collection of cadaver data. Each student was randomized into two of four cadaver groups: POCUS-guided (U) and landmark-guided (L) protocols for either pleural effusion (PE) or pneumothorax (PN). Students placed SBWGTTs into canine cadavers with iatrogenic pleural space pathology (10mL/kg of air and 10mL/kg of fluid infused into each hemithorax); results were recorded. Placement time, confidence in SBWGTT placement and ease of placement (using weighted scales), and complications (determined by necropsy) were recorded. Data were parametric. One SBWGTT was missing at necropsy. LPE SBWGTT placement (mean±SD: 5.2±1.1min) was faster than UPE (7.9±2.8min, p=0.0083) and UPN placement (9.0±2.7min, p=0.0001). LPN placement (4.6±1.6min) was faster than UPN (p<0.0001) and UPE placement (p=0.0009). Eleven SBWGTTs were placed extrapleurally with no difference among groups. Four UPE SBWGTTs had intrathoracic complications, which were not different between groups (p>0.05). Novices felt more confident that SBWGTTs were within the pleural space when using POCUS: UPN (mean±SD: 7.2±2.4) versus LPN (4.4±2.6, p=0.0232); LPE (4.6±2.68) versus UPE (7.1±2.9, p=0.0326). POCUS-guided SBWGTT placement performed by novices was slower with similar complication rates and higher confidence scores.

ABSTRACT Despite the general consensus attributing an advantage to female readers, there are indications of their unsatisfactory performance on some reading tests. Adopting a cognitive approach, this article attempts to determine the underlying skills/attributes of and possible gender-based differences in a high-stakes nationwide English as a Foreign Language (EFL) reading comprehension test. Through two study phases, we utilized more recent, rigorous methodologies/frameworks of Cognitive Diagnostic Assessment (CDA) to scrutinize the existence of any gender-related differential item functioning (DIF) and/or differential attribute functioning (DAF) under the generalized deterministic input, noisy “and” gate (G-DINA) model. After our panel of expert applied linguists confirmed the existence of six reading attributes, the empirical evidence indicated that the Q-matrix is valid for the item response data of the EFL reading comprehension test. The results of the tests also showed that three test items and two attributes (i.e. sub-skills) of the reading comprehension test have large DIF and DAF against female examinees. The study discusses and concludes with the implications of the findings (including application of CDA and DIF/DAF methodology) for the teaching, testing, and researching of reading skills in general and high-stakes EFL reading examinations in particular.

Does Dialectical Behaviour Therapy for adolescents affect suicidal ideation and use of coping skills in adulthood? A 12.4-years follow-up study of a Randomized Trial using Ecological Momentary Assessment.

The aim of this study was to find out if experience of two acquired competencies, communication skills and collaboration skills, differ by specialty group or graduation year in post-graduate medical training in Finland. A repeated cross-sectional survey conducted in 2018 and 2023. For this study a subsample of physicians who completed their specialist training after 2007 (n = 2 772) was extracted. Respondents were categorised into three graduation cohorts: 2008-2012, 2013-2017, and 2018-2023 and asked to assess the perceived adequacy of teaching and guidance during specialization across two CanMEDS competency domains. Differences were examined in five specialty categories: operative specialties, conservative specialties, diagnostic specialties, psychiatric specialties, and general practice along with occupational health. On average, 72% of respondents reported adequate teaching and supervision related to the Communicator role during specialist training. The cohort specialized in 2008-2012 reported insufficient teaching and supervision (OR 1.48; 95% CI 1.20 - 1.82) more frequently than those who completed their specialist training in 2013-2017 (OR 1.01; 95% CI 0.83 - 1.21) across all communicator subdomains. Specialists in operative fields (OR 1.64; 95% CI 1.34-2.00) most frequently reported insufficient teaching and supervision within this role. Correspondingly, related to Collaborator role, 62% of respondents reported adequate teaching and supervision. Compared with the 2008-2012 cohort, the proportion reporting insufficient teaching and supervision in team leadership, consultation, and teamwork skills was significantly lower in the 2013-2017 cohort. Related to this role, child and adolescent psychiatrists less frequently experienced deficiencies in communication skills than adult psychiatrists. The majority of the respondents were satisfied with the teaching they received during specialist training related to The CanMEDS competency domains Communicator and Collaborator. These skills play an important role in both the development of education and the quality of care across all specialties. However, it seems that within operative specialties the teaching of communication skills and within psychiatry the teaching of consultation skills could be increased.

BackgroundNear-peer teaching (NPT) and structured near-peer teaching programs (NPTPs) have been recognized as valuable approaches in medical education, yet relatively few studies have explored programs designed specifically for junior doctors. In response to a local shortage of clinical supervisors and educators at a non-university teaching hospital in Western Sweden, a voluntary pedagogical faculty development program was launched in 2018 as part of the mandatory medical internship. The program engaged junior doctors with a documented interest in education to supervise medical students and peers. From the outset, the program was intended not only as a teaching initiative but also as an early form of faculty development, aiming to strengthen participants’ pedagogical skills and professional identity. This study aimed to explore how junior doctors participating in a pedagogical internship track experienced the development of their teaching skills and professional identity, as well as their experience of the program.MethodsWe conducted a qualitative study of the pedagogical internship track using semi-structured interviews with ten former participants, enrolled between 2018 and 2024. Interviews explored their experiences of the program and its influence on subsequent professional roles. Data were analyzed using qualitative content analysis.ResultsWe identified three main themes: Theme 1, Building a pedagogical toolbox, highlighting how the participants acquired skills in simulation, feedback and how to orchestrate teaching events. Theme 2, Establishing professional legitimacy, with a focus on how the program gave them credibility as teachers and a platform to influence the teaching environment in the hospital. Finally, Theme 3, Becoming a clinical teacher, highlighting the development of an identity as a clinical teacher, growing confidence and how the participants took on new roles as clinical teachers.ConclusionsFindings from this study suggest that structured near-peer teaching programs for junior doctors strengthen teaching skills, enhance professional identity, and promote continued engagement in clinical education. By embedding such programs within internship training, hospitals may not only support individual development but also foster a sustainable pedagogical culture.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12909-026-09549-1.

The surgical establishment of asecure airway in a cannot intubate-cannot oxygenate situation represents afeared and multidimensionally challenging situation in anesthesiology and emergency medicine teams. Numerous factors can influence the performance of acricothyroidotomy. In addition to experience, knowledge and practical skills, the materials used and the mindset of the personnel also appear to play asignificant role. This study aimed to provide acomprehensive picture of experiences, attitudes and knowledge on surgical airway management of medical personnel at adepartment of anesthesiology and intensive care medicine. This study builds on data collected on cricothyroidotomy in 2017, which changed the internal training concept adaptation of the hospital. This study used amixed qualitative and quantitative approach. We conducted asurvey using questionnaires sent to all physicians of the department of anesthesiology, followed by expert interviews with doctors in training, specialists and senior physicians. We could evaluate59 questionnaires from the medical personnel. Additionally, we conducted 4group interviews, each with 6-8participants. We could demonstrate the significant influence of skill and simulation teaching programs on coniotomy; however, in the total collective the safety of decisions and performance remains low. Interviews covered awide range of anesthesiological topics that indirectly affect and influence the topic of surgical airway management. The role of the anesthesia identification card was explained and the further education in the field of awake fiberoptic intubation was examined. Cricothyroidotomy in the context of failed airway management is and remains one of the most challenging scenarios for anesthesiology teams. Regular continuing education in the form of skills training, followed by integration into simulation scenarios, can significantly increase the subjective competence; however, the well-known uncertainty about an objectively measurable or detectable point that unequivocally indicates acricothyroidotomy remains an inhibiting factor that needs to be addressed in the further development of training programs.

Rural teachers face persistent professional development challenges stemming from geographic isolation, limited training resources, and scarce peer collaboration opportunities. This paper presents an intelligent diagnostic system that integrates vision-language model (VLM) capabilities with adaptive learning path optimization to deliver personalized, context-aware development support for rural educators. We first construct a four-dimensional competency model encompassing pedagogical content knowledge, practical teaching skills, information and digital literacy, and rural contextual adaptability, with weights determined via the Analytic Hierarchy Process. A multimodal feature fusion diagnostic model employing cross-modal attention mechanisms jointly reasons over classroom video, teaching design texts, artifacts, and supplementary data streams, while a gated fusion strategy ensures robustness under missing-modality conditions common in rural settings. An Actor-Critic reinforcement learning algorithm generates adaptive learning paths by optimizing a composite reward function that balances competency improvement, resource accessibility, and temporal feasibility constraints. Experiments on a dataset of 386 rural teachers from 47 schools across five provinces, with competency ground truth established through structured expert panel ratings, suggest that the proposed VLM-Fusion model attains an F1-score of 84.9% (mean ± 0.6% across five runs) and a Spearman rank correlation of 0.918 in competency diagnosis, comparing favorably against unimodal and conventional fusion baselines. A 12-week quasi-experimental field study (rather than a long-term randomized controlled design) with 96 teachers further indicates that the adaptive path recommendation is associated with a mean competency improvement of 23.7%, exceeding expert-curated (14.2%) and self-directed (8.9%) conditions, while narrowing within-group competency variance over time. We wish to flag upfront that these improvement figures were derived using the same multimodal diagnostic pipeline that generated the personalized recommendations, not an entirely independent assessment procedure; readers should therefore treat the numerical magnitude with appropriate caution, as we discuss at length in the Limitations.

The shortage of dental faculty in the United States presents a critical challenge to the sustainability and quality of dental education [1]. Few new graduates pursue academic dentistry as a career, contributing to a growing gap in faculty recruitment [2-4]. Most dental students lack exposure to academic career paths, and those interested in teaching face barriers such as limited mentorship, unclear role expectations, and insufficient training in pedagogy/andragogy and effective teaching skills [2, 5]. Recognizing the urgency of this issue, the XXXX identified the need to develop a structured program that fosters interest in academia and prepares students for the multifaceted responsibilities of academic clinician-educators. To address this challenge, in 2023, XXXX introduced the Future Academic Clinician-Educators (FACE) program, a structured elective designed for Doctor of Dental Surgery (DDS) students. FACE integrates didactic instruction, experiential learning, and faculty mentorship to expose students to the roles and expectations of academic dentistry. Core components include classroom-based teaching strategies, exposure to clinical instruction, academic career development, and direct mentorship from faculty. The program seeks to clarify academic roles, develop teaching and leadership skills, and inspire students with the confidence and motivation to pursue academic career paths. To evaluate the program's impact, an online survey was distributed to participants at the end of the elective each year. The survey included 20 Likert-scale items and 5 open-ended questions, assessing changes in career aspirations, program satisfaction, perceived preparedness, and suggestions for improvement. Data was analyzed using descriptive statistics for quantitative items and qualitative analysis for narrative responses. A total of 21 students participated in the program over a two-year period—10 in 2023 and 11 in 2024. Among the participants, 62.5% were D3 students and 37.5% were D4 students. In addition, 60% identified as minority, 37.5% as female, and 62.5% as male. Results demonstrated a strong positive shift in student attitudes toward academic careers, with 55.56% strongly agreeing and 25% somewhat agreeing that the FACE program positively changed their perception. Furthermore, 100% of participants reported that the program met its stated goals and objectives Figure 1. After completing the course, students demonstrated a more positive outlook toward academia as a potential career path. Initially, 42.86% “somewhat disagreed” with pursuing an academic career. Following the course, no students expressed disagreement, and the proportion of positive responses rose from 28.58% to 71.41% Figure 2. Qualitative feedback highlighted the value of mentorship, exposure to teaching environments, and deeper understanding of faculty responsibilities. Students particularly appreciated interactions with faculty role models, which helped personalize the academic career journey. Suggestions for improvement included increasing and diversifying hands-on teaching opportunities, as well as providing greater insight into academic research Figure 3. This study has limitations. Voluntary participation may have attracted students already inclined toward teaching, and the small sample size limits generalizability. In addition, FACE emphasized teaching and mentoring over research—an essential aspect of academia. Future iterations should incorporate research exposure for a more balanced perspective. Despite these limitations, FACE offers a practical model for supporting future dental educators. The authors declare no conflicts of interest.

Complex clinical environments create unique challenges for deliberate practice and growth mindset. To evaluate a coaching-centered rotation called Mastering the Art and Nuance of Team Leadership and Education (MANTLE) designed to foster growth mindset and deliberate practice in residents. From 2019 to 2024, 50 internal medicine residents and 25 attending coaches participated in MANTLE, a 2-week acting-attending inpatient medicine rotation with structured coaching. Using a pragmatic paradigm with an explanatory sequential mixed methods design, we administered 2 surveys consisting of Likert-style questions comparing residents': (1) frequency of deliberate practice compared to other rotations (4 questions), and (2) pre-/post-rotation confidence in coached leadership and teaching skills (7 questions). To contextualize survey findings and explore how coaching fostered deliberate practice and growth mindset, we interviewed 16 residents and 10 attendings and conducted thematic analysis on transcripts. Survey response rates were 52% (26 of 50) and 56% (28 of 50). Median (IQR) scores (5-point Likert) for deliberate practice were higher on MANTLE versus other rotations: goal setting 4 (4-5) vs 2 (2-3); feedback 5 (4-5) vs 3 (2-3); repetition/refinement 5 (5-5) vs 3 (3-4); motivation 5 (4-5) vs 3 (3-4); (all P<.001). Interviews yielded 6 themes: (1) Destigmatizing feedback by setting expectations; (2) Coaching guided by residents' goals; (3) Naming resident as team leader; (4) Attendings pivoting to role modeling; (5) Tensions while changing resident mindset; (6) Coaches carrying coaching philosophies forward. A coaching-centered rotation can promote growth mindset, deliberate practice, and confidence in coached skills.

International research fellowships are associated with a broad spectrum of hopes, expectations, chances, potentials and developmental possibilities for each fellow, the institution of origin and their interaction during its course. This narrative review explores the role of surgical Research Fellows abroad and examines their impact on academic progression and surgical teaching. The review is based on personal experience of fellowships and a selective literature search via PubMed and Google Scholar, using keywords such as "research fellowship", "surgical education", and "international academic career". Fellowships vary by country and institution but generally require scientific curiosity, research interest, clinical training and institutional affiliation. In addition to research and publishing, Fellows often engage enthusiastically and skillfully in student and resident teaching. The fellowship can support academic advancement, such as "habilitation" (specific academic/doctoral degree in German-speaking countries) or equivalent degrees, but also in achieving suitable, reasonable, and useful qualifications, such as special methods, approaches, and evaluation skills. International experiences and unconventional teaching methods like simulation, mentoring and E-learning can substantially enhance local surgical education. Fellows face challenges, including system adaptation, language, and reintegration into clinical practice. International research fellowships are increasingly seen as key steps in surgical academic careers. Beyond scientific training, they foster personal growth, international collaboration, and teaching skills. The Research Fellow operates at the intersection of clinical competence, research, education, and clinical development. An international Research Fellowship is a valuable opportunity within surgical training. It strengthens academic qualifications, broadens perspectives, and enriches surgical education. Greater institutional support and integration into training pathways are warranted.

Medical students often receive limited practical nutrition education, despite the important role of dietary modification in chronic disease management and prevention. Cooking with the Curriculum is an extracurricular program developed at the Larner College of Medicine to teach nutrition tenets through a culinary medicine lens while fostering leadership and teaching skills. The program uses a longitudinal learning and leadership development model. First-year medical student participants attend 5 sessions focused on dietary counseling for chronic disease. Participating second-year medical students serve as teaching assistants and facilitate sessions. Third and fourth-year medical students can continue to participate as leaders, training teaching assistants, taking responsibility for the administrative responsibilities of the program and facilitating case-based discussions in the session. Program evaluation included post-program surveys for first- and second-year students, pre- and post-program knowledge assessments for first-year students and a follow-up survey distributed to students from the 2023 pilot cohort during their third year of medical school. Seventy first-year medical students participated across 2024-2025, with a total of 33 students completing the post survey. Of those respondents, 97% agreed or strongly agreed that others in medical school would benefit from taking the program during their medical education training. All respondents who served as TAs reported that their participation enhanced their knowledge of culinary medicine. Among pilot cohort respondents now in their third year of medical school, 80% reported continued application of concepts during clinical rotations, with 90% reporting use of skills covered in the curriculum to guide patient counseling. Cooking with the Curriculum supports that a peer-teaching model can serve as a sustainable approach to enhancing nutrition education in medical training. Participants demonstrated increased confidence in nutrition-related knowledge and leadership skills, supporting the value of incorporating targeted educational initiatives into medical training. Limitations include a small sample size, and low post-program response rates, which may have introduced response bias, as well as reliance on internal funding which limits generalizability and scalability. Despite these limitations, the program provides encouraging preliminary evidence that nutrition-focused leadership training can help prepare future physicians to address nutrition-related health challenges.