There is great enthusiasm for and a growing literature about near-peer teaching (NPT) in both graduate and undergraduate medical education. In general, NPT has been shown to be effective, or at least not inferior to, faculty teaching. NPTs are thought to have a positive impact because they are cognitively and socially congruent with learners. This poster explores an observational study of NPT that was carried out using a problem-based learning approach (PBL) at the Southern Illinois University School of Medicine.
KeywordsGME, Graduate Medical Education, Undergraduate Medical Education, CGEA, Central Group on Educational Affairs, Near-Peer Teaching, Congruence
Anna T. Cianciolo, PhD, Southern Illinois University School of Medicine
Bryan Kidd, MS4, Southern Illinois University School of Medicine
Sean Murray, MS2, Southern Illinois University School of Medicine
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