SP3.08 Simulating a surgical Case-Based Discussion – structured near-peer led teaching in a UK undergraduate medical school

Aims Case-based discussion (CBD), a core component of our year 3 surgical rotation, is a summative assessment whereby students discuss the presentation, investigation and management of a patient with surgical pathology in a viva format. This study evaluated the effectiveness of simulated CBD near-peer teaching. Methods Optional, out-of-hours, near-peer CBD led simulated sessions were undertaken with feedback to students (n = 20) on performance, provided using the Pendleton feedback model. A post-session feedback questionnaire was completed, assessing confidence in several domains of assessment using a five-point Likert scale (1 = lowest, 5 = highest). Summative assessment distinction, pass, and fail rates between simulated CBD participants and non-participants (n=48) were compared. Results Significant improvement in self-reported confidence was observed across all evaluated domains. Confidence increased from a pre-session mean 2.3 ± 0.92 to post-session mean of 4.9 ± 0.37 (p < 0.01). Identifying misconceptions, improved from 2.2 ± 0.70 to 4.7 ± 0.49 (p < 0.01). Confidence in applying clinical knowledge improved from 2.6 ± 0.68 to 4.8 ± 0.41 (p < 0.01). Finally, preparedness for unfamiliar questions increased from 1.9 ± 0.72 to 4.3 ± 0.47 (p < 0.01). Participants achieved higher distinction and lower failure rates at 40% vs. 17% and 0% vs 6%, respectively, compared to non-participants. Conclusion Near-peer teaching through simulated CBD sessions improved students’ confidence and performance in their surgical assessment. These findings emphasise the value of incorporating structured peer-led sessions in undergraduate surgical education as it improved assessment readiness and outcomes.