Academic performance and progression among near-peer tutors: A comparative analysis in undergraduate medical education.

IF 3.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Medical Teacher Pub Date : 2025-09-11 DOI:10.1080/0142159X.2025.2553658

András Komócsi, Gergely Csaba, Eszter Veronika Csöngei, Krisztina Fischer, Kristóf Filipánits, László Czopf, Andrea Tamás

{"title":"Academic performance and progression among near-peer tutors: A comparative analysis in undergraduate medical education.","authors":"András Komócsi, Gergely Csaba, Eszter Veronika Csöngei, Krisztina Fischer, Kristóf Filipánits, László Czopf, Andrea Tamás","doi":"10.1080/0142159X.2025.2553658","DOIUrl":null,"url":null,"abstract":"Introduction: Near-peer teaching (NPT) in medical education supports active learning and peer engagement while fostering professional development. However, the academic benefits for NPT tutors, including effects on performance and graduation timelines, remain underexplored.Methods: We evaluated the impact of NPT participation on academic outcomes, including grade point averages (GPAs), final examination performance, and curriculum adherence. A five-year dataset comprising 1544 medical students was analyzed. Academic performance metrics included GPAs from basic sciences and clinical rotations, diploma GPA, final board exam scores, and progression through semesters. Multiple regression and Generalized Additive Models (GAMs), adjusting for baseline performance and confounders, were used to assess associations.Results: NPT tutors were found to have significantly higher diploma GPAs (+0.24, p < .001) and State exam scores (+0.15, p < .001) than non-tutors. They also had fewer passive semesters (-0.25, p < .001) and shorter total study duration (-0.79 semesters, p < .001). Non-linear interactions were observed between early academic performance and later outcomes.Discussion: Participation as an NPT tutor was associated with higher academic performance and more efficient curricular progression. Academic benefits were most pronounced among students with lower preclinical GPAs, suggesting that NPT may represent a high-impact opportunity to support students who face early academic challenges.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-11"},"PeriodicalIF":3.3000,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Medical Teacher","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0142159X.2025.2553658","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}

引用次数: 0

Abstract

Introduction: Near-peer teaching (NPT) in medical education supports active learning and peer engagement while fostering professional development. However, the academic benefits for NPT tutors, including effects on performance and graduation timelines, remain underexplored.

Methods: We evaluated the impact of NPT participation on academic outcomes, including grade point averages (GPAs), final examination performance, and curriculum adherence. A five-year dataset comprising 1544 medical students was analyzed. Academic performance metrics included GPAs from basic sciences and clinical rotations, diploma GPA, final board exam scores, and progression through semesters. Multiple regression and Generalized Additive Models (GAMs), adjusting for baseline performance and confounders, were used to assess associations.

Results: NPT tutors were found to have significantly higher diploma GPAs (+0.24, p < .001) and State exam scores (+0.15, p < .001) than non-tutors. They also had fewer passive semesters (-0.25, p < .001) and shorter total study duration (-0.79 semesters, p < .001). Non-linear interactions were observed between early academic performance and later outcomes.

Discussion: Participation as an NPT tutor was associated with higher academic performance and more efficient curricular progression. Academic benefits were most pronounced among students with lower preclinical GPAs, suggesting that NPT may represent a high-impact opportunity to support students who face early academic challenges.

查看原文本刊更多论文

近同伴导师的学习成绩与进步：本科医学教育的比较分析。

导读：近同伴教学（NPT）在医学教育中支持主动学习和同伴参与，同时促进专业发展。然而，NPT导师的学术利益，包括对成绩和毕业时间的影响，仍未得到充分探讨。方法：我们评估了NPT参与对学业成果的影响，包括平均绩点（gpa）、期末考试成绩和课程依从性。对1544名医学生的五年数据集进行了分析。学业表现指标包括基础科学和临床轮转的GPA、文凭GPA、期末委员会考试成绩和学期进展。采用多元回归和广义加性模型（GAMs），调整基线性能和混杂因素，评估相关性。结果：NPT导师被发现具有显著更高的文凭gpa （+0.24, p p p p p）。讨论：作为NPT导师的参与与更高的学习成绩和更有效的课程进展有关。学业上的好处在临床前gpa较低的学生中最为明显，这表明NPT可能是一个高影响力的机会，可以帮助那些面临早期学业挑战的学生。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Medical Teacher 医学-卫生保健

CiteScore

7.80

自引率

8.50%

发文量

396

审稿时长

3-6 weeks

期刊介绍： Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. In particular, the journal recognizes the problems teachers have in keeping up-to-date with the developments in educational methods that lead to more effective teaching and learning at a time when the content of the curriculum—from medical procedures to policy changes in health care provision—is also changing. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.