A qualitative study of junior doctors attitude towards near peer teaching

Background: Learner benefits of Near-Peer Teaching (NPT) are evidenced in literature but the experience of junior doctors participating in NPT is only beginning to be explored. This study explores qualitatively the attitude of junior doctors towards NPT using a cognitive-affective-behavioural model. Methods Junior doctors a tertiary teaching hospital in Ireland participated in semi-structured interviews conducted by a peer-researcher, which were audiotaped, transcribed, coded using NVIVO, and thematically analysed. Results Four main themes were identified. Near-peer teaching was perceived as an enjoyable and satisfying role of a clinician. Near-peer teachers believed that NPT was beneficial to both teachers and learners. Participants acknowledged that knowing one’s limitations is vital to safe teaching practice. A structured approach to NPT programs was suggested to improve the efficiency and participation of teachers and learners. Conclusion This study documented the personal Learning experience, an enjoyable and satisfying teaching experience, and the perceived teacher and learner benefits as the motivational factors and the main challenges of junior doctors towards NPT were personal limitations, learner disengagement, and the lack of time, resources, and a structured NPT program. Suggestions to improve the participation of learners and teachers in NPT were identified and discussed.