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The value of near-peer teaching in the medical curriculum: a medical student's perspective

Authors Kalsi IA

Received 28 January 2018

Accepted for publication 24 February 2018

Published 11 April 2018 Volume 2018:9 Pages 247—248

DOI https://doi.org/10.2147/AMEP.S163977

Checked for plagiarism Yes

Editor who approved publication: Dr Md Anwarul Majumder


Ishar Alexander Kalsi

GKT School of Medical Education, Faculty of Life Sciences and Medicine, King’s College London, London, UK
It is with both interest and sympathy that I read the research letter published by Sonagara et al1 about the numerous advantages of near-peer teaching and the recommendation that it should be part of the medical syllabus. As a medical student at King’s College London, I am a member of a near-peer learning scheme. Our peer-assisted learning (PAL) scheme is designed to complement the material taught in lectures. In groups of five students, we select a lecture to revise together with our PAL tutors (senior medical students) for one hour weekly. A self-made presentation, mock exam questions, and diagrams are commonly used as material in PAL sessions. It is the PAL tutors themselves who generate this material, while balancing their own study needs; thus, I find credit in the statement of how time management skills improve through peer teaching. 
View the original paper by Sonagara and colleagues. 

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