Background: Near-peer teaching is recognised for its benefit to both students and facilitators when used as an adjunct to traditional teaching. Simulation is an effective tool for teaching acute management. There are currently no published long-term objective data of the efficacy of near-peer simulation teaching.
Methods: We designed the 'Immediate Management: Peer Led Simulated Emergencies' course, a near-peer simulation course for medical students run by junior doctors covering common medical and surgical emergencies. Participants and teachers were objectively tested before and after sessions, and participant confidence in various areas was self-assessed. Participants were followed up at 18 months with both repeat testing and analysis of finals examination results.
Results: Participants' mean test scores improved significantly postcourse and remained significantly higher than baseline at 18-month follow-up. There was no difference between participants' and non-participants' final examination performance. Participant confidence increased in all areas immediately and at 18-month follow-up. Junior doctor facilitator test scores significantly improved after teaching on the course.
Conclusions: Near-peer simulation courses can be effectively designed and run by junior doctors and our results suggest that they result in long-term improvement in test scores. Larger studies with randomised control groups are required to confirm the efficacy of such teaching.
Keywords: medical education research; medicine; peer; simulation; teaching and learning.
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