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The primary aim of the study was to determine whether classroom-based acute care teaching delivered by junior doctors is comparable to that by senior doctors or faculty. This study reviews student opinions of near-peer and faculty led teaching on acute medicine to explore the differences and student preferences. Methods:This study aimed to evaluate the role of trainees as near-peer tutors in the acute medicine tutorial based setting by randomly allocating the sessions to a junior or senior doctor. Student opinions were then invited through questionnaires and focus groups. Results:There was no statistical difference in students' perception of the level, pace and usefulness of the sessions. All teachers were approachable and enthusiastic. Students felt that senior doctors were more knowledgeable and better able to explain concepts. Students felt that all sessions were useful to their learning. Conclusion:Students enjoyed and derived educational benefit from both types of teaching session. Students found that senior doctor-led tutorials were more beneficial to their technical medical knowledge but felt that they gained more practical advice from junior doctor-led teaching. Trainees could provide reassurance, advice and mentorship regarding their careers and role of a doctor. Students recognised the value of tutorials by junior and senior doctors and requested the inclusion of both in their undergraduate curriculum.

Introduction: There is very little literature available regarding near-peer buddy schemes as teaching tools for Objective Structured Clinical Examinations (OSCEs) in the final year of medical school. A buddy scheme programme was developed within a District General Hospital. Questionnaires were completed before and after the programme with the aim of introducing a reproducible effective teaching programme for more students. Methods: 38 students were based in the hospital in 3 separate rotations. All were involved in a buddy scheme, small-group tutorials and a mock OSCE. Pairs of medical students were matched with junior doctor mentors to facilitate their learning in regular student-centred OSCE teaching sessions. This involved patientbased teaching and simulated scenarios in the classroom setting. Results: The percentage of students who knew what was expected of them in an OSCE significantly increased from 29% to 75% ( 2 = 13.69, d.f.=1, p <0.001). Prior to teaching, 18.4% students felt that there was enough OSCE teaching in a clinical environment and 44.7% in the classroom setting. Following completion of the programme, both increased to 57.7%. On average, confidence in history and examination skills in clinical and examination settings rose by 21.2%. Initially, 2.7% of students felt that they were prepared for their OSCE. This increased significantly to 48.2% after the teaching programme ( 2 = 20.22, d.f.=1, p <0.001). Conclusions: Near-peer buddy-schemes are a useful method of teaching students clinical skills. Our programme has increased students confidence in their own skills both in a clinical environment and in examinations. Buddy-schemes facilitate learning which is individually tailored to each student. The authors encourage others to take up this effective method of near-peer education within similar organisations.