Near-peer learning in neurology residency: a 6-year experience comparing knowledge gains across cerebrovascular, electromyography, and electroencephalography modules.

BACKGROUND

Near-peer learning (NPL) may address challenges in neurology residency training, but its comparative efficacy across subspecialties with different cognitive demands remains unclear.

METHODS

The authors conducted a six-year longitudinal study evaluating a structured NPL curriculum within a neurology residency program. The study included residents who participated in three modules: cerebrovascular disease (CVD), electromyography (EMG), and electroencephalography (EEG). Knowledge gains were assessed using pre- and post-course examinations. Linear mixed-effects models with Bonferroni correction were used for longitudinal comparisons across participation times. Participant feedback was collected via a structured questionnaire.

RESULTS

Among 117 enrollments, first-time participants showed significant improvements in all modules (all p < 0.001), with the largest gain in EEG (mean improvement 22.79 points). After correcting for repeated measures, only the EEG module demonstrated a significant advantage of the first session over repeat sessions (adjusted p < 0.001). For CVD and EMG, no significant differences in gain magnitude were observed across participation times (all adjusted p > 0.05). Supplementary analysis of residents who completed three years confirmed no statistically significant decline in any module. Questionnaire responses (n = 46) indicated high satisfaction with the NPL curriculum.

CONCLUSION

This study supports that NPL can be a useful component of neurology residency training, particularly for initial knowledge acquisition in complex, low-exposure topics such as EEG. The added value of repeated NPL sessions is domain-dependent, and curriculum design may be tailored accordingly.