The Experiences of Implementing a Near-Peer Teaching Scheme Into an Undergraduate Dental Hygiene and Dental Therapy Programme at the University of Sheffield in the United Kingdom.

Abstract

Objectives: To assess the learning and relationship-building potential of a near-peer teaching scheme that is low in faculty financial and time input.

Methods: This longitudinal study collects data via pre- and post-programme questionnaires completed by near-peer tutors and learners following a six-week scheme schedule. Qualitative data are analysed using a descriptive analysis model to assess the perceived value of the scheme.

Results: Participants find the scheme to be highly beneficial and rewarding. In the 2023 scheme, as for all previous cohorts, no near-peer tutees reported any issues of negative cognitive congruence and most found that they had experienced a greater opportunity to ask for clarification on basic knowledge without fear of reproach. Near-peer tutors valued the opportunity to develop teaching skills in the supportive confines of their own undergraduate diploma, and reflected on their own experience of learning within a prior run of the scheme as being motivational to teach others.

Conclusion: Near-peer teaching offers a sustainable and effective approach for dental hygiene and dental therapy programmes. It benefits both tutees and tutors, enhancing skills, fostering relationships and preparing students for future teaching roles. The scheme also promotes a positive learning culture and improves overall educational quality.