Objective:

To evaluate the effectiveness and feasibility of near-peer learning in neurology residency training on cerebrovascular disease in a teaching hospital in China.

Background:

The near-peer learning (NPL) is an innovative teaching strategy in which senior learners provided learning support to junior learners.  Compared to traditional teaching modalities, NPL could probably promotes more efficient knowledge acquisition via active learning, but also enhance teaching competency.

Design/Methods:

The near-peer learning was integrated in the neurology residency training on cerebrovascular disease in a teaching hospital in China between Dec 2019 to March 2022. The senior residents (tutors) were assigned to give lecturers to junior residents (tutees), under the guidance of instructors. Pre-/Post-course examinations and online questionnaires were conducted to evaluate its effectiveness in knowledge acquisition and teaching competency.

Results:

During the 3 academic years, a total of 57 times of participation as tutees. The scores of the post-course examination had improved significantly than that of the pre-course (66.5±16.00 v.s. 61.5±22.71, P= 0.003), with the most remarkable improvements in 1^st year residents and those who participated for the first time. There were 162 instant feedbacks and 15 distant feedbacks from the residents. Both the tutors and tutees perceived the teaching strategy as favorable to knowledge acquisition and teaching ability.

Conclusions:

The near-peer learning integrated neurology residency training on cerebrovascular disease in China might be effective and feasible. Future studies might explore its utilization in other subspecialties in medical education in randomized controlled trials.