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• W2904146714 abstract "The Clinical TeacherVolume 17, Issue 2 p. 122-125 The Clinical Teacher's Toolbox Organising near-peer teaching programmes for clinical professionals Julian Cumberworth, Corresponding Author juliancumberworth@doctors.org.uk Royal Sussex County Hospital, Brighton, UKCorresponding author's contact details: Julian Cumberworth, Royal Sussex County Hospital, Brighton, BN2 5BE, UK. E-mail: juliancumberworth@doctors.org.ukSearch for more papers by this authorHarry Apperley, Royal Sussex County Hospital, Brighton, UKSearch for more papers by this authorIrene Francis, Royal Sussex County Hospital, Brighton, UKSearch for more papers by this author Julian Cumberworth, Corresponding Author juliancumberworth@doctors.org.uk Royal Sussex County Hospital, Brighton, UKCorresponding author's contact details: Julian Cumberworth, Royal Sussex County Hospital, Brighton, BN2 5BE, UK. E-mail: juliancumberworth@doctors.org.ukSearch for more papers by this authorHarry Apperley, Royal Sussex County Hospital, Brighton, UKSearch for more papers by this authorIrene Francis, Royal Sussex County Hospital, Brighton, UKSearch for more papers by this author First published: 17 December 2018 https://doi.org/10.1111/tct.12983Citations: 2 Editor's note: Near-peer teaching (NPT) and peer-assisted learning (PAL) are topics that have frequently featured in The Clinical Teacher and other education journals in the last few years. Such learning and teaching is now undertaken in many health professional courses. There is a growing body of literature that indicates there are benefits of NPT for learners, teachers and faculty. This Toolbox is a succinct and practical article that considers definitions, evidence and delivery of NPT that draws on the authors’ own experiences in their clinical settings. They present a case study and recommendations for consideration prior to any programme of NPT and during delivery, as well as stressing the importance of evaluation and ensuring sustainability. There are many ways that NPT may be implemented in health professional education. Each institution and team of educators needs to consider what may work best for them. The suggestions presented here have helped the authors in their work in clinical education, and I think are certainly worth noting. Funding: None. Conflict of interest: None. Acknowledgements: None. Ethical approval: Not required. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinked InRedditWechat Citing Literature Volume17, Issue2April 2020Pages 122-125 RelatedInformation" @default.
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