Introduction: Near-peer teaching (NPT) involves senior students teaching junior students and provides opportunities for peer teachers to develop a number of skills such as public speaking, mentoring and facilitating small groups. These skills are all important for paramedic students to develop throughout their undergraduate studies. The objective of this study was to examine the perceptions and satisfaction levels of students participating in NPT over a 3-year period at a large Australian university. Methods: A cross-sectional study using a short paper-based self-reporting questionnaire was administered to second- and third-year peer-teachers during October 2011–2013. At the completion of their peer-teaching, all students were invited to complete the peer-teaching experience questionnaire (PTEQ). The PTEQ consists of 14 items using a five-point Likert scale for responses (1 = strongly disagree, 5 = strongly agree). Results: A total of n = 74 peer-teachers participated in the study over 3 years. There were n = 23 (31.1 %) in 2011, n = 18 (24.3 %) in 2012 and n = 33 (44.6 %) in 2013. Overall, results were positive with the majority of items reflecting high levels of satisfaction, for example, ‘What I have learnt in this unit will help with my graduate paramedic role’ (mean = 4.47, SD = 0.60), and ‘I have developed skills for teaching basic clinical skills’ (mean = 4.28, SD = 0.69). Conclusions: Results from the 3-year study have shown that the NPT programme has been effective in the education of the paramedic students who participated, developing teaching, mentoring and learning skills to adopt during their graduate year and future career in the paramedic discipline.
- Near-peer teaching