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Lookup NU author(s): Dr Kye Mon Min SweORCiD
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
Introduction: Every medical graduate is expected to fulfil the teaching responsibilities stated by the General Medical Council(GMC). It is beneficial to nurture both teaching motivation and skills early in the undergraduate program. This study aims toevaluate the outcomes of final-year medical students as near-peer teachers in a student-led near-peer teaching program and theirfulfilment of the educational responsibilities stated by the GMC.Methods: A cross-sectional study was conducted among the year 5 medical students who participated in the Peer TeachingProgram. A structured post-participation 6-point Likert scale questionnaire with written consent was distributed to the near-peerteachers to assess their perspectives on skills enhancement, motivation, and career direction. Additionally, the Peer TutorAssessment Instrument questionnaires were distributed to the near-peer students to evaluate the performance of the near-peerteachers in five areas: responsibility and respect, information processing, communication, critical analysis, and self-awareness.Results: There were 28 near-peer teachers, and 49 near-peer students participated in the study. The near-peer teachers score thehighest in skills (5.36 ± 0.53), followed by motivation (5.16 ± 0.60) and career direction (4.79 ± 0.82). Three quarters of the near-peer teachers considered teaching to be their future primary career path after experiencing this teaching experience (4.36 ±1.34).Generally, the near-peer teachers were highly evaluated by the near-peer students across all domains (5.06 ± 0.51).Conclusion: Overall, the near-peer teaching programme likely improved the final-year medical students in fulfilling the “Doctorsas Teachers” responsibilities outlined by the GMC.
Author(s): Min Swe KM, Tang KXH, Teo KK
Publication type: Article
Publication status: Published
Journal: The Asia Pacific Scholar
Year: 2025
Volume: 10
Issue: 3
Pages: 37-48
Print publication date: 01/07/2025
Online publication date: 01/07/2025
Acceptance date: 24/02/2025
Date deposited: 06/08/2025
ISSN (print): 2424-9335
ISSN (electronic): 2424-9270
Publisher: National University of Singapore; Centre for Medical Education
URL: https://doi.org/10.29060/TAPS.2025-10-3/OA3473
DOI: 10.29060/TAPS.2025-10-3/OA3473
Data Access Statement: The data that support the findings of this study are openly available in Figshare repository, as below, https://doi.org/10.6084/m9.figshare.26886517.v1 (Tang et al., 2024a) and https://doi.org/10.6084/m9.figshare.26886514.v1 (Tang et al., 2024b).
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