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Course directors' reflections on educational design choices for incorporating near-peer teaching into clinical skills teaching.

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Title: Course directors' reflections on educational design choices for incorporating near-peer teaching into clinical skills teaching.
Authors: Hari, Roman1,2 (AUTHOR) roman.hari@unibe.ch, Huwendiek, Sören3 (AUTHOR), Alt, Leander1 (AUTHOR), Dolmans, Diana H. J. M.2 (AUTHOR), Stalmeijer, Renée E.2 (AUTHOR)
Source: Medical Teacher. Jan2026, Vol. 48 Issue 1, p150-157. 8p.
Subject Terms: *Medical school faculty, *Theory-practice relationship, *School environment, *Qualitative research, *Occupational roles, *Interprofessional relations, *Teaching methods, *Learning, *Simulation methods in education, *College teacher attitudes, *Curriculum planning, *Clinical competence, *Research methodology, *Ability, *Computer literacy, *Clinical education, *National competency-based educational tests, *Psychology of medical students, *Training, *Cognition, Ultrasonic imaging of the abdomen, Medical protocols, Digital technology, Personal protective equipment, Clinical supervision, Affinity groups, Interviewing, Questionnaires, Hygiene, Psychological well-being, Descriptive statistics, Thematic analysis, Sociology, Data analysis software, Psychosocial factors, Professional competence, Social participation
Abstract: Purpose: Near-peer teaching (NPT) is widely used to substitute faculty in undergraduate clinical skills training. However, little is known about which educational design choices are made when incorporating NPT, prompting the following research questions: What were course directors' design choices when incorporating near-peers into clinical skills courses? And, what were the reasons for these design choices? Materials and Methods: This descriptive qualitative study carried out 25 semi-structured interviews with course directors from 12 countries who had recently published on NPT, complemented by other, recognized NPT experts. Reflexive thematic analysis of the transcribed interviews combined inductive and deductive approaches. Cognitive Apprenticeship informed the deductive analysis. Results: Course directors appointed near-peers to teach standardisable skills to small groups of beginners in courses without patients – complemented by faculty supervision. Some directors involved near-peers in co-designing education, co-assessments, or co-facilitating transition to clinical practice. Course directors justified their choices based on near-peers' limited content expertise, but also their adherence to teaching scripts, cognitive congruence with students, social proximity, digital/technical literacy and low costs. Conclusions: Course directors' design choices were mainly inspired by working around near-peers' limitations. Some courses capitalised on near-peers' unique perspectives, extending near-peer roles to co-designing education and co-facilitating transitions to practice. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Course directors' reflections on educational design choices for incorporating near-peer teaching into clinical skills teaching.
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Near-peer teaching (NPT) is widely used to substitute faculty in undergraduate clinical skills training. However, little is known about which educational design choices are made when incorporating NPT, prompting the following research questions: What were course directors' design choices when incorporating near-peers into clinical skills courses? And, what were the reasons for these design choices? Materials and Methods: This descriptive qualitative study carried out 25 semi-structured interviews with course directors from 12 countries who had recently published on NPT, complemented by other, recognized NPT experts. Reflexive thematic analysis of the transcribed interviews combined inductive and deductive approaches. Cognitive Apprenticeship informed the deductive analysis. Results: Course directors appointed near-peers to teach standardisable skills to small groups of beginners in courses without patients – complemented by faculty supervision. Some directors involved near-peers in co-designing education, co-assessments, or co-facilitating transition to clinical practice. Course directors justified their choices based on near-peers' limited content expertise, but also their adherence to teaching scripts, cognitive congruence with students, social proximity, digital/technical literacy and low costs. Conclusions: Course directors' design choices were mainly inspired by working around near-peers' limitations. Some courses capitalised on near-peers' unique perspectives, extending near-peer roles to co-designing education and co-facilitating transitions to practice. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/0142159X.2025.2522239
    Languages:
      – Code: eng
        Text: English
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        PageCount: 8
        StartPage: 150
    Subjects:
      – SubjectFull: Medical school faculty
        Type: general
      – SubjectFull: Theory-practice relationship
        Type: general
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Occupational roles
        Type: general
      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Simulation methods in education
        Type: general
      – SubjectFull: College teacher attitudes
        Type: general
      – SubjectFull: Curriculum planning
        Type: general
      – SubjectFull: Clinical competence
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Ability
        Type: general
      – SubjectFull: Computer literacy
        Type: general
      – SubjectFull: Clinical education
        Type: general
      – SubjectFull: National competency-based educational tests
        Type: general
      – SubjectFull: Psychology of medical students
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Cognition
        Type: general
      – SubjectFull: Ultrasonic imaging of the abdomen
        Type: general
      – SubjectFull: Medical protocols
        Type: general
      – SubjectFull: Digital technology
        Type: general
      – SubjectFull: Personal protective equipment
        Type: general
      – SubjectFull: Clinical supervision
        Type: general
      – SubjectFull: Affinity groups
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      – SubjectFull: Hygiene
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      – SubjectFull: Psychological well-being
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Sociology
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Psychosocial factors
        Type: general
      – SubjectFull: Professional competence
        Type: general
      – SubjectFull: Social participation
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      – TitleFull: Course directors' reflections on educational design choices for incorporating near-peer teaching into clinical skills teaching.
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              Text: Jan2026
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