title: A mixed method, multiperspective evaluation of a near peer teaching programme.
abstract: OBJECTIVE
  Peer teaching (PT) has become increasingly popular. PT may offer benefits for students, tutors and institutions. Although resistance to PT has been identified among faculty, research has typically focused on students' experiences and perceptions, rather than those of the peer tutors or senior doctors/medical faculty. The current study comprised of a comprehensive, multiperspective evaluation of a near PT programme delivered by interns to final-year medical students in the Republic of Ireland.
  
  
  METHODS
  This study employed a mixed methods design, using both interviews and questionnaires to assess students' (n=130), interns' (n=49) and medical faculty's or senior doctors' (n=29) perceptions of the programme.
  
  
  RESULTS
  All three groups were emphatic about the programme's benefits, although senior doctors and faculty reported significantly more positive attitudes than the others. Mean ratings of the programme's value, out of 10, were 8.2 among students, 8.2 among interns and 9.1 among senior doctors and faculty. Challenges identified were largely organisational in nature. Perceived benefits for students included the informality of teaching sessions, increased opportunities in the clinical environment and improvements in exam preparedness. Perceived benefits for the interns included improvements in knowledge and teaching ability and experience as a role model.
  
  
  CONCLUSIONS
  PT programmes have been posited as an 'easy fix' to growing numbers of students. However, it is apparent that PT has substantial value outside of this. Future research that conducts economic evaluations of such programmes and that collects objective data on teaching quality and student learning would be of much interest.
authors.affiliation: School of Medicine, National University of Ireland Galway, County Galway, Ireland.
authors.forename: Sinéad
authors.initials: S
authors.lastname: Lydon
authors.affiliation: School of Medicine, National University of Ireland Galway, County Galway, Ireland.
authors.forename: Paul
authors.initials: P
authors.lastname: O'Connor
authors.affiliation: University Hospital Galway, County Galway, Ireland.
authors.forename: Orla
authors.initials: O
authors.lastname: Mongan
authors.affiliation: University Hospital Galway, County Galway, Ireland.
authors.forename: Miroslawa
authors.initials: M
authors.lastname: Gorecka
authors.affiliation: University Hospital Galway, County Galway, Ireland.
authors.forename: Lyle
authors.initials: L
authors.lastname: McVicker
authors.affiliation: University Hospital Galway, County Galway, Ireland.
authors.forename: Aiden
authors.initials: A
authors.lastname: Stankard
authors.affiliation: School of Medicine, National University of Ireland Galway, County Galway, Ireland.|University Hospital Galway, County Galway, Ireland.
authors.forename: Dara
authors.initials: D
authors.lastname: Byrne
mesh_terms: D000328:Adult; D001291:Attitude of Health Personnel; D004504:Education, Medical, Undergraduate / Q000379:methods*; D005180:Faculty, Medical; D005260:Female; D006801:Humans; D007396:Internship and Residency; D007407:Interviews as Topic; D007494:Ireland; D008297:Male; D008505:Medical Staff, Hospital; D010379:Peer Group; D011795:Surveys and Questionnaires; D013663:Teaching
keywords: MEDICAL EDUCATION & TRAINING; intern; medical student; peer teaching; professional development