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

Roman Hari; Sören Huwendiek; Leander Alt; Diana Dolmans; Renée E. Stalmeijer

doi:10.1080/0142159x.2025.2522239

July 15, 2025Medical TeacherOpen Access

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

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Key Points

To identify course directors' educational design choices when integrating near-peer teachers into undergraduate clinical skills curricula and investigate the rationale behind those choices.
Descriptive qualitative study involving 25 semi-structured interviews with course directors and near-peer teaching experts across 12 countries.
Conducted reflexive thematic analysis using both inductive coding and deductive mapping guided by the Cognitive Apprenticeship framework.
Course directors predominantly restricted near-peers to teaching standardizable, scripted clinical skills to novice students in simulated settings lacking real patients, backed by faculty supervision.
Design decisions were primarily shaped to bypass near-peers' limited clinical experience while leveraging their script adherence, cognitive congruence, social proximity, digital literacy, and lower costs.
Select programs expanded near-peer responsibilities beyond basic skill demonstration to include co-designing curricula, conducting student assessments, and facilitating transitions to workplace-based clinical practice.

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Implication

Qualitative study reveals conservative design choices for near-peer teaching in clinical skills training, highlighting an emphasis on mitigating peer limitations through structured supervision.

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Cite This Study

Hari et al. (2025) studied this question.

synapsesocial.com/papers/6a7246fb26a7f98052de36ef https://doi.org/10.1080/0142159x.2025.2522239

View Full Paper

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

Key Points

No abstract yet

Implication

Discussion

Cite This Study

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

Key Points

No abstract yet

Implication

Discussion

Cite This Study

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