Near-peer teaching in paramedic education: A repeated measures design

Brett Williams, David Nguyen

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9 Citations (Scopus)


The transition of the Australian paramedic discipline from vocation education and training to the higher education sector has seen a sharp rise in interest in near-peer teaching (NPT). The objective of this study was to examine satisfaction levels of NPT over one academic semester among undergraduate paramedic students. A repeated measured design was used to investigate NPT and learning among paramedic students at Monash University. A total of 111 students participated in the study: n = 25 near-peer teachers and n = 86 near-peer learners. Near-peer learners perceived feedback from their peers to be more honest, realistic, helpful than from the instructor (before M = 3.07 vs. after M = 2.69, p = .01), while near-peer teachers believed that paramedics have a professional responsibility to teach students (before M = 2.00 vs. after M = 1.16, p = .001). These results in conjunction with wider literature suggest that NPT should be considered for implementation into the existing paramedic higher education curricula.

Original languageEnglish
Pages (from-to)345-354
Number of pages10
JournalInnovations in Education and Teaching International
Issue number4
Publication statusPublished - 4 Jul 2017


  • Emergency medicine services
  • higher education
  • near-peer teaching
  • paramedic
  • peer
  • undergraduate

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