Near-peer teaching on critical appraisal skills learning: a qualitative study

Near-peer learning involves guidance and knowledge transfer between individuals of similar experience levels, often employed in medical education. This model is particularly relevant in family medicine residency, where increased workload and limited faculty availability necessitate alternative teaching approaches. To explore the contribution of near-peer learning to critical appraisal training within family medicine residency and examine residents’ experiences as both mentees and mentors over time. This phenomenological qualitative study involved two rounds of semi-structured interviews with seven family medicine residents during their junior and senior years of training. A purposive sampling method was used. Thematic analysis followed the COREQ guidelines, with triangulation and iterative coding to ensure rigor. Participants’ experiences with near-peer learning during article review sessions were analyzed, and interviews were transcribed, translated, and reviewed collaboratively. Three major themes emerged during the first year: (1) Support, (2) Motivations, and (3) Obstacles. In the third year, a single overarching theme was identified: Mutual Growth Through Near-Peer Interaction. Residents reported that the model promoted cognitive development, emotional support, time management, and communication. Challenges included scheduling conflicts, differing personality traits, and concerns about mentor competence. Transitioning to mentor roles enhanced residents’ self-awareness and academic confidence. This qualitative follow-up study shows that the value of near-peer learning evolves as residents transition from junior-year mentees to senior-year mentors. The shift highlights academic and emotional support, the development of teaching identity, and professional growth. Integrating longitudinal near-peer experiences into family medicine training may strengthen mentorship capacity and collaborative learning environments.