Prepare medical graduates for residency through near-peer teaching: addressing reciprocal determinants.
Journal
Annals of medicine
Journal Volume
58
Journal Issue
1
Start Page
Article number 2646829
ISSN
1365-2060
Date Issued
2026-12
Author(s)
Chien, Lueh
Chen, Tai-Yi
Peng, Chen-Hsuan
Ho, Hsin
Liu, Chun-Wei
Liao, Peng-Hsiang
Kao, Yih-Hsien
Yu, Tun-Chi
Lee, Chung-Yen
Ho, Cheng-Maw
Abstract
The transition from medical school to residency represents a critical period marked by increased personal stress and potential compromises in patient care. This study evaluated the impact of a Near-Peer Teaching Workshop on medical graduates' confidence and anxiety during the transition to postgraduate training.Newly qualified doctors attended a Near-Peer Teaching Workshop. The workshop design was informed by Bandura's Social Cognitive Theory, emphasizing learning through observation, role modeling, and self-efficacy enhancement. Four interactive stations were facilitated by junior doctors focusing on crucial on-call topics. Pre- and post-workshop questionnaires assessed confidence in managing acute scenarios, communication skills, and anxiety regarding future on-calls.Forty-seven participants attended the workshop; 47 (100%) and 43 (91.5%) completed the pre- and post-workshop questionnaires, respectively. The workshop significantly reduced anxiety regarding future on-call duties from 77.1% to 60.4% ( = 0.003, = -0.33). Significant improvements in confidence were observed across clinical topics, such as knowing when to escalate to seniors (median increase from 3 [IQR 2-3] to 4 [IQR 3.25-4]; = 0.000001, = 0.74) and assessing and managing acute confusion (median 2 [IQR 2-3] to 4 [IQR 3-4]; = 1 × 10, = 0.81). The percentage of learners feeling prepared for night duties also increased significantly from 10.4% to 43.1% ( < 0.000001, = 0.75).A theory-informed Near-Peer Teaching Workshop was associated with higher self-reported confidence and lower anxiety, demonstrating potential to address unmet learning needs in newly qualified doctors. Integrating near-peer teaching, observational learning, and self-efficacy strategies may strengthen transition-focused educational interventions for early postgraduate doctors.
Subjects
Medical education
near-peer learning
on-call
preparedness for clinical practice
social cognitive theory
Publisher
Taylor and Francis Ltd.
Type
journal article