# The value of a peer-to-peer teaching community in medical education

## TL;DR

A student-led teaching community in medical school improves learning, confidence, and social connections, with lasting professional and personal benefits.

## Contribution

This study explores the value of a peer-to-peer teaching community in medical education, highlighting its academic and long-term professional impacts.

## Key findings

- Student-teachers gained transferrable skills and academic confidence through MedED.
- Student-attendees improved knowledge and motivation while benefiting from a stronger sense of community.
- The MedED community fostered inclusivity and had positive long-term impacts on career aspirations and wellbeing.

## Abstract

The Medical Education Society (MedED) at Imperial College School of Medicine (ICSM) offers near-peer educational opportunities across all years of medical school. Near-peer education has demonstrated significant benefits in medical education. However, studies have yet to explore the value of establishing a peer-to-peer teaching community.

Medical students who participated in MedED as student-attendees or student-teachers during the academic year 2022-23 were invited to participate in a survey and follow-up interview, exploring their experiences within the Society. Survey data was collected anonymously through Qualtrics, and interviews were held on Microsoft Teams. Quantitative survey data was analysed using descriptive statistics, while interview transcripts and free-text survey responses underwent inductive thematic analysis.

A total of 66 students completed the survey, with 19 (28.8%) from years 1–2 and 47 (71.2%) from years 3–6. Early-year students had higher lecture attendance rates (79%) compared to later-year students (34%), and both groups preferred online rather than in-person lectures (both > 50%). For student-attendees, benefits of participating in MedED included improving knowledge, motivation and sense of community. Among student-teachers, main motivations for teaching included helping others and developing transferrable skills.

A total of 13 participants were interviewed, including 5 who were both student-attendees and student-teachers. Three themes emerged: academic value, highlighting knowledge and skills gained through MedED; career prospects, focusing on long-term professional benefits; and sense of community and wellbeing, emphasising the positive social interactions and support networks fostered through MedED.

MedED provides student-led teaching initiatives that supplement the formal curriculum, enhancing student confidence and inclusivity, and fostering a sustainable community of peer-education. Beyond immediate academic values, this community has also created longer-term, personal and professional impacts on students, including broadening career aspirations. This work highlights opportunities for further development through student-staff collaborations and the role of peer communities in supporting student wellbeing.

The online version contains supplementary material available at 10.1186/s12909-026-08642-9.