Evaluating the Influence of Near-Peer Teaching on Biochemistry Learning Outcomes: A Case-control Study Research Protocol

Introduction: Near-Peer Teaching (NPT) is a rapidly expanding area of research in medical education. Literature reviews show that peer-assisted learning is embedded in the curriculum of various medical schools. Several studies indicate that NPT is an effective teaching tool in problem-based learning. Moreover, the close proximity in age and recent shared experiences of peer tutors in medical school examinations provides an added benefit, allowing learners to appreciate the tutors’ knowledge and facilitating teaching at an appropriate level. Additionally, learners can interact more comfortably with peer tutors. Need of the study: In the context of the new competency-based curriculum, which includes provisions for early clinical exposure and electives, alternative teaching methods are increasingly required. NPT serves as a viable supplement to traditional faculty-led teaching. Furthermore, it enhances the teaching skills of near-peer tutors while enriching their own learning. Therefore, there is a need to study formal and structured NPT to validate its effectiveness, particularly in preclinical disciplines like biochemistry, and to explore its impact on student self-efficacy. Aim: The present case-control study aims to analyse the impact, effectiveness, and acceptability of NPT in biochemistry practical training sessions as an alternative teaching method to conventional faculty teaching. Materials and Methods: The proposed case-control study will be conducted over one year (October 2024 to November 2025) in the Department of Biochemistry at Nil Ratan Sircar Medical College and Hospital, Kolkata, India. Phase I MBBS students of Batch 2024-2025 will be selected as study participants on a voluntary basis. Near-Peer Tutors (NPTs) will be trained regarding the specific learning objectives, desired competencies, and teaching-learning methodologies for the sessions. Students will be divided into two equal groups: one group taught by Near-Peer Tutor and the other by traditional faculty. Both groups will cover the same topic. The effectiveness of NPT versus conventional teaching will be evaluated by comparing students’ scores. Students’ perceptions of NPT will be recorded using a pre-validated questionnaire (Kirkpatrick Level 1).