Objective To explore fourth-year medical students’ experience with a virtual, near-peer facilitated pediatric boot camp through the lens of self-determination theory (SDT). Methods We developed a virtual pediatric boot camp elective for fourth-year medical students pursuing pediatric residency using Kern’s six steps of curriculum development. The two-week virtual elective consisted of facilitated video conferences and small group discussions led by two senior pediatric residents. Semi-structured focus groups were conducted after elective completion. Using SDT as our conceptual framework, we explored participants’ experience with the near-peer facilitation of the boot camp. Focus group recordings were transcribed and thematically analyzed using deductive coding for SDT, with inductive coding for themes outside the theory’s scope. Saturation was reached after three focus groups. The codebook was iteratively revised through peer debriefing between coders and reviewed by other authors. Credibility was established through member checking. Results Ninety-two percent of eligible medical students ( n = 23/25) participated in the boot camp with attendance ranging from 18–21 students per session. Twelve students (52%) participated in three focus groups. Qualitative analysis identified five major themes. Four themes consistent with SDT emerged: competence, autonomy, relatedness to near-peers, and relatedness to specialty/institution. The learning environment, including the virtual setting, emerged as an additional, non-SDT-related theme. Conclusions Medical students’ experience with our virtual boot camp closely aligned with SDT. Near-peer relatedness emerged as a unique theme which could be further investigated in other aspects of medical student education. Future research could evaluate higher-level learning outcomes from near-peer educational opportunities. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-021-01466-w.

BACKGROUND: Resident sensitive quality measures (RSQMs) are a new patient-focused approach to performance assessment. Their alignment with existing performance constructs is underexplored.OBJECTIVE: Develop and prioritize RSQMs for outpatient general pediatrics in the areas of well visits (0−2 months, 1, and 5 years) and compare to the existing framework of the Bright Futures recommendations.METHODS: Categorical pediatric residents, general academic pediatric fellows, and general pediatric faculty participated in nominal group technique (NGT) and Delphi processes to generate and prioritize RSQMs for 3 different well-child visits of interest. The author team then compared the content of the final RSQMs to the American Academy of Pediatrics Bright Futures recommendations. RESULTS:From the list of 143 potential measures from the NGT groups, 15 RSQMs were prioritized for each well-child visit. RSQMs prioritized vaccine administration, documentation of screening, and medication management. Overall, RSQMs mapped well to Bright Futures recommendations. CONCLUSIONS:The alignment of the RSQMs with Bright Futures frameworks supports their contribution as process measures for informing resident performance. RSQMs created from this study should be used for future investigations into resident performance assessment and to drive personal improvement efforts.