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The benefits of being a near-peer teacher Word version 2018.pdf (82.02 kB)

The benefits of being a near-peer teacher

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posted on 2023-06-09, 09:40 authored by Samuel Hall, Charlotte H Harrison, Jonny Stephens, Matheus Gesteria Andrade, Eleanor G Seaby, William Parton, Simon McElligott, Matthew A Myers, Ahmed Elmansouri, Michael Ahn, Rachel Parrott, Claire SmithClaire Smith, Scott Border
Background: Near-peer teaching is used in anatomy education because of its benefits to the learner, teacher and faculty. Despite the range of reports focusing on the learner, the advantages for the teacher, which are thought to include communication skills, subject knowledge and employability, are only beginning to be explored. Method: A questionnaire was distributed to the teachers involved in anatomy near-peer teaching at the University of Southampton and Brighton and Sussex Medical School. This questionnaire was designed using 0-10 rating scales to assess teacher perspectives on their level of knowledge, teaching skills and enjoyment of teaching. Free text responses determined the teachers’ motivation and perceived benefits from the teaching. Results: Twenty-eight questionnaires were gathered (54.9% response rate) including 20 from Southampton and 8 from BSMS. Long term knowledge retention and better understanding of the material were rated 8.1 and 7.9 out of 10 respectively. Eight responses were from currently practising doctors, who rated how much they now use their teaching skills as doctors as 8.9 out of 10. Of the 8 doctors, 7 gained points for their foundation programme applications as a direct result of near-peer teaching. The most common motivator for engaging in teaching was to improve subject matter knowledge and the most common benefit was improved communication skills. Discussion: There are numerous advantages to being a near-peer teacher in medical school, which include knowledge improvement, transferrable professional skills and employability. These initial results support the hypothesised benefits to the teachers and provide a foundation for further longitudinal studies.

History

Publication status

  • Published

File Version

  • Accepted version

Journal

Clinical Teacher

ISSN

1743-4971

Publisher

Wiley

Issue

5

Volume

15

Page range

403-407

Department affiliated with

  • Division of Medical Education Publications

Full text available

  • Yes

Peer reviewed?

  • Yes

Legacy Posted Date

2018-01-09

First Open Access (FOA) Date

2019-03-23

First Compliant Deposit (FCD) Date

2018-01-08

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