A workshop reveals higher confidence and lower anxiety in newly qualified doctors, suggesting effective educational tools.
A theory-informed Near-Peer Teaching Workshop was associated with higher self-reported confidence and lower anxiety, demonstrating potential to address unmet learning needs in newly qualified doctors. Integrating near-peer teaching, observational learning, and self-efficacy strategies may strengthen transition-focused educational interventions for early postgraduate doctors.
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Chien et al. (2026) studied this question.
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