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Effectiveness of peer teaching in medical education: medical student’s perspective

Authors Omar F, Zaheer M, Ahmed M

Received 4 January 2018

Accepted for publication 7 February 2018

Published 23 March 2018 Volume 2018:9 Pages 199—201

DOI https://doi.org/10.2147/AMEP.S161507

Checked for plagiarism Yes

Editor who approved publication: Dr Anwarul Azim Majumder


Farhiya Omar, Maryam Zaheer, Muna Ahmed

Faculty of Medicine, St George’s Hospital Medical School, London, UK

As three clinical-year medical students in the United Kingdom, we were particularly intrigued by Elhassan’s1 research into a weekly educational activity called the “hospitalist huddle” in the United States. It explored the concept of peer teaching among doctors and its effectiveness. In this letter, we will discuss the usefulness of peer teaching for medical students as well as the different educational opportunities similar to the “hospitalist huddle” that exist in UK hospitals.


Author's reply

Mohammed Elhassan

Department of Internal Medicine, Division of Hospital Medicine, UCSF/Fresno Center for Medical Education and Research, Fresno, CA, USA

I read with interest and joy the letter written by Omar, Zaheer, and Ahmed, all clinical-year medical students in the United Kingdom, regarding their experience with peer and near-peer teaching in their institution. It is a delight to learn that their experience with this medical education tool is positive and affirmative. This adds support to the notion that teaching with flat hierarchy is truly appealing for medial learners at different educational levels and within different clinical settings, not only in the US, but also in other similar medical education systems.

View the original paper by Elhassan


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