![Sample our Medicine, Dentistry, Nursing & Allied Health journals, sign in here to start your FREE access for 14 days]({"type":"image" , "src" : "/sda/5944/TOC-Subject-Sample-2021-Medicine-Dentistry-Nursing-Allied-Health.jpg"})
Abstract
Peer-led teaching is an established paradigm with benefits for student teachers, learners and the wider medical community. Students are increasingly taking ownership of such teaching, which has fuelled the creation of new peer-led medical education societies at universities around the UK. Students wishing to undertake such an endeavor must contend with concerns over the quality of peer-led teaching, logistical challenges, lack of senior support and difficulties accessing relevant resources to design and appraise their initiatives. Peer-led medical education societies represent a relatively novel concept, and students may struggle to find practical information on how to approach these challenges. We propose that these obstacles can be overcome by thorough event planning, understanding the role and features of high quality peer-led education in supplementing medical school curricula, maintaining a strong working relationship with local medical faculty, and learning from the wider medical education community.
Disclosure statement
The authors report no declarations of interest.
Notes on contributors
Alex Fleming-Nouri, MBBS, BSc (Hons), is currently reading for an MSc in Global Health Science at the University of Oxford. He graduated from UCL Medical School in 2015 with a Distinction in his MBBS.
Dominic Crocombe, MBBS, BSc (Hons), is a Foundation Year 1 doctor at Barts Health NHS Trust. He graduated from UCL Medical School in 2015.
Yezen Sammaraiee, BSc (Hons), is a final year medical student at UCL Medical School.