Pedagogy in practice: a qualitative analysis of evidence-based teaching methods used by graduate-entry near-peer medical educators

The findings characterize GEM NPEs as reflective practitioners who move beyond intuitive teaching to blend the science of learning with a deeply relational, humanistic approach. The use of the Cognitive Toolkit demonstrates the efficacy of brief formal pedagogical training, while the Humanistic Framework suggests that NPEs actively construct social congruence rather than relying solely on inherent peer traits. Furthermore, the latter mirrors the values of relationship-centered clinical care. We conclude that NPE training should evolve from instruction in techniques to the development of communities of practice. NPE training should be reconceptualized not merely as academic preparation, but as a foundational element of clinical training that develops medical professionals and educators who are as relational as they are technical.