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Medical schools use supplemental peer-teaching programs even though there is little research on students’ actual experiences with this form of instruction.

To understand the student experience of being taught by peers instead of by faculty.

We conducted focus groups with first- and second-year medical students participating in a supplemental peer-teaching program at one institution. From the learner focus group themes, we developed a questionnaire and surveyed all first-year students.

Focus groups revealed four learner themes: learning from near-peers, exposure to second-year students, need for review and synthesis, teaching modalities and for the peer-teachers, the theme of benefits for the teacher. Factor analysis of the survey responses …