Comparison of Efficacy of Near-peer Teaching in Formal versus Informal Settings as a Supplemental Teaching Modality in Undergraduate Students

Abstract Teaching by more experienced students of their juniors, commonly known as near-peer teaching (NPT), has become extremely popular as a powerful educational strategy in undergraduate education. This review focuses on the effectiveness of NPT in formal environments, such as structured, curriculum-integrated sessions and informal environments, including ad hoc , peer-initiated sessions. The existing literature is analyzed with an emphasis on varying measures of educational outcomes, student satisfaction, and perceived value. This paper points out the pros and cons of each location and provides ideas on how to make NPT a more viable method of instruction.