Background: A year senior medical students can prove to be a useful teaching resource with added benefits for the tutors. The objective of this study was to explore the perceptions of near-peer tutors after facilitating small group discussions while delivering an integrated curriculum in preclinical years. Material and Methods: This qualitative exploratory pilot study was conducted in Rawal Institute of Health Sciences Islamabad, Pakistan from July 2017 to November 2017. Students of First year MBBS class (n=100), were divided into six small groups. Seven Second year MBBS students who had secured more than 60% marks throughout year one assessments and in Professional examination were selected as Near-Peer tutors after informed verbal consent. In the first discussion, three groups were taught by three tutors and three by junior faculty. In the second discussion, the groups were swapped and exposed to the same strategy as above, with new learning objectives, but the remaining three tutors now took batches. One tutor acted as a substitute. Qualitative data was collected after interviewing the tutors individually and responses were audio recorded. The collected data, both notes and audio recordings of the interviews, was transcribed into text to generate codes, theme and sub themes. Results: Transcription of data revealed that the tutors enjoyed teaching and were of the opinion that Near-Peer tutoring is more effective in small groups, for both tutors and the learners. The tutors felt a boost in self-confidence and improvement in communication skills, after facilitating a small group. Tutoring also helped in developing their higher order cognitive thinking, learning skills and time management. Conclusions: Near-Peer tutoring helped the tutors develop learning and communications skills while facilitating small group sessions, thus helping them in their future medical roles. Key words: Integrated curriculum, Near-Peer tutoring, Peer Assisted Learning, Small group discussions.

Objective: To explore the perceptions of medical and dental faculty regarding the existing promotion criterion and develop a proposed alternative criterion. Method: The qualitative exploratory study was conducted from November 2019 to May 2020 at Shaheed Zulfiqar Ali Bhutto Medical University, Islamabad, Pakistan, after approval from the Islamic International Medical College which is affiliated with Riphah International University, Rawalpindi, Pakistan. It comprised focus group discussions involving experts from two medical and dental colleges from both private and public sectors. Data was analysed manually to develop codes, subthemes and themes. Results: Of the 24 participants, 12(50%) participated in each of the two focus groups discussions. Each discussion included 1(8.3%) principal, 2(16.7%) professors, 1(8.3%) associate professor, 2(16.7%) assistant professors and 1(8.3%) senior lecturer from basic sciences, and 1(8.3%) professor, 1(8.3%) associate professor and 1(8.3%) assistant professor from the clinical side as well as 1(8.3%) final year student each from the medical and dental streams. All 24(100%) believed that the current promotion criteria was unrealistic, inconsistent and biased, and lacked justified faculty evaluation; 19(80%) agreed on strengthening the role of research in promotion; 3(12.5%) highlighted lack of opportunities for post-graduation, and 18(75%) were in favour of introducing faculty e-portfolio. Collectively, they suggested that in order to make the criteria dependable, it should include comprehensive teacher assessment with mandatory continuing professional development activities, by standardising research work, and through introducing robust faculty promotion policy and guidelines. ---Continue