Evaluation of Near Peer Assisted Approach for facilitating Early Clinical Exposure in Pre-clinical Year Medical Students: A Mixed Method Analysis

Introduction: Peer assisted learning has a sound evidence base in healthcare education with documented benefits to students and peer teachers. The study was undertaken to evaluate effectiveness of near peer approach to facilitate early clinical exposure (ECE) in pre-clinical year medical students.
Methodology: Six ECE topics were identified in Biochemistry. First year medical students (n=120) were included as tutees and medical interns (n=12) as tutors. Small group sessions were conducted over 6 months. Mixed method evaluation was undertaken. Tutees and tutors responded to evaluation questionnaires which were quantitatively analysed. Tutees’ reflections and tutors’ transcribed interviews were subjected to thematic analysis. Formative assessment was taken after each session and final feedback at end of university exams.
Results: Participation rate was from 93.3 to 96.7% and response rate for evaluation was 89%. Students’ score was 77.1 to 80.7%. Tutees rated the sessions’ effectiveness as high on various dimensions of Student Evaluation of Educational Quality (SEEQ) Questionnaire with a mean score of 4.95±0.45 for the course and 4.91±0.34 for the instructors. Mean score for tutors’ self-perceived usefulness was 4.83±0.41. Themes were classified in three categories; perceptions about content, process and outcome.
Conclusion: Content of ECE tools and process of ‘near peer assisted learning’ was well perceived by tutors and tutees. Outcomes were well achieved through acceptable scores in assessments (tutees) and ‘deeper learning by teaching’ and ‘improvement in teaching skills’ (tutors). By generating evidence through a comprehensive evaluation process, we present argument for near peer assisted learning as an effective tool for facilitating ECE.