Near-peer learning (NPL) may address challenges in neurology residency training, but its comparative efficacy across subspecialties with different cognitive demands remains unclear. The authors conducted a six-year longitudinal study evaluating a structured NPL curriculum within a neurology residency program. The study included residents who participated in three modules: cerebrovascular disease (CVD), electromyography (EMG), and electroencephalography (EEG). Knowledge gains were assessed using pre- and post-course examinations. Linear mixed-effects models with Bonferroni correction were used for longitudinal comparisons across participation times. Participant feedback was collected via a structured questionnaire. Among 117 enrollments, first-time participants showed significant improvements in all modules (all p 0.05). Supplementary analysis of residents who completed three years confirmed no statistically significant decline in any module. Questionnaire responses (n = 46) indicated high satisfaction with the NPL curriculum. This study supports that NPL can be a useful component of neurology residency training, particularly for initial knowledge acquisition in complex, low-exposure topics such as EEG. The added value of repeated NPL sessions is domain-dependent, and curriculum design may be tailored accordingly.
Xu et al. (Sat,) studied this question.