Academic performance and progression among near-peer tutors

A comparative analysis in undergraduate medical education

Bibliographic Data

ID21447496
AuthorsAndrás Komócsi (0000-0002-8170-1778, Heart Institue, Medical School, University of Pécs, corresponding author), Gergely Csaba (0009-0005-1030-0626, University of Pecs), Eszter Veronika Csöngei (Medical School, University of Pécs), Krisztina Fischer (0000-0003-4471-2918, Harvard Medical School, Harvard University), Kristóf Filipánits (0009-0004-0223-1635, University of Pecs), László Czopf (0000-0001-9565-0732, University of Pecs), Andrea Tamas (0000-0002-0086-7566, University of Pecs)
Year2026
Volume48
Issue3
Pages394-404
Publication date2026-03-04
Open AccessNo
TypeARTICLE
VenueMedical Teacher (JOURNAL)
Journal identifiersISSN: 0142-159X • E-ISSN: 1466-187X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0142159x.2025.2553658
PMID40932010
OpenAlexW4414129008
LanguageEN
References cited29

INTRODUCTION: Near-peer teaching (NPT) in medical education supports active learning and peer engagement while fostering professional development. However, the academic benefits for NPT tutors, including effects on performance and graduation timelines, remain underexplored. METHODS: We evaluated the impact of NPT participation on academic outcomes, including grade point averages (GPAs), final examination performance, and curriculum adherence. A five-year dataset comprising 1544 medical students was analyzed. Academic performance metrics included GPAs from basic sciences and clinical rotations, diploma GPA, final board exam scores, and progression through semesters. Multiple regression and Generalized Additive Models (GAMs), adjusting for baseline performance and confounders, were used to assess associations. RESULTS: < .001). Non-linear interactions were observed between early academic performance and later outcomes. DISCUSSION: Participation as an NPT tutor was associated with higher academic performance and more efficient curricular progression. Academic benefits were most pronounced among students with lower preclinical GPAs, suggesting that NPT may represent a high-impact opportunity to support students who face early academic challenges

Academic medicine · Curriculum · Face (sociological concept) · Higher education · Learning development · MEDLINE · TUTOR · Innovations in Medical Education · Innovative Teaching Methods · Student Assessment and Feedback

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