Evaluation of Near-Peer Teacher Experience Within Pharmacy Skills Laboratories

Objective

Near-peer education (NPE) describes senior trainees, or near-peer teachers (NPTs), educating junior trainees, or near-peer learners (NPLs). This study describes the roles and types of NPE activities that NPTs support in pharmacy skills labs and NPT perception of their role and participation in NPE activities.

Methods

A 19-item survey-based study was distributed to individuals who served as NPTs during Fall 2022 at 6 institutions in the Big Ten Academic Alliance. Survey responses were analyzed using descriptive statistics, and associations between variables were assessed with χ² and Fisher’s exact tests.

Results

In total, 98 of 237 NPTs (n = 54 students; n = 43 postgraduate trainees) were included in the final analysis. The most frequently reported instructional experience was answering questions (n = 91, 92.9%). Student pharmacist NPTs were more likely to report demonstrating skills. Postgraduate trainees were more likely to report facilitating labs as the main instructor and grading simulations, clinical documentation, participation, or practical examinations. Student pharmacists NPTs were more likely to agree that instructional videos were helpful for preparation for NPE, while postgraduate trainees more often agreed that specialized training (eg, teaching certificates) was helpful. The most commonly reported benefits of the NPT experience were improved teaching skills and development (97.9%) and opportunity for teaching experiences (96.9%); while the most frequently reported challenges included increased workload (55.7%) and time constraints (53.6%).

Conclusion

NPTs participate in a variety of instruction and assessment activities in skills labs. More studies are needed to further identify how to most appropriately incorporate NPTs into pharmacy skills lab settings to enhance their education and support class activities.