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IMPLSE course: a near-peer simulation course
  1. Joseph W Collinson1,
  2. Thomas Brown1,
  3. Louis A Chalmers2,
  4. Alistair Gales3,
  5. Laura Shepherd3
  1. 1 Emergency Department, Tauranga Hospital, Tauranga, New Zealand
  2. 2 Anaesthetics Department, University College London Hospitals NHS Foundation Trust, London, UK
  3. 3 FY2 Doctor, Royal Cornwall Hospital, Truro, UK
  1. Correspondence to Dr Joseph W Collinson, Emergency Department, Tauranga Hospital, Tauranga 3112, New Zealand; joseph.collinson110{at}


Background Near-peer teaching is recognised for its benefit to both students and facilitators when used as an adjunct to traditional teaching. Simulation is an effective tool for teaching acute management. There are currently no published long-term objective data of the efficacy of near-peer simulation teaching.

Methods We designed the ‘Immediate Management: Peer Led Simulated Emergencies’ course, a near-peer simulation course for medical students run by junior doctors covering common medical and surgical emergencies. Participants and teachers were objectively tested before and after sessions, and participant confidence in various areas was self-assessed. Participants were followed up at 18 months with both repeat testing and analysis of finals examination results.

Results Participants’ mean test scores improved significantly postcourse and remained significantly higher than baseline at 18-month follow-up. There was no difference between participants’ and non-participants’ final examination performance. Participant confidence increased in all areas immediately and at 18-month follow-up. Junior doctor facilitator test scores significantly improved after teaching on the course.

Conclusions Near-peer simulation courses can be effectively designed and run by junior doctors and our results suggest that they result in long-term improvement in test scores. Larger studies with randomised control groups are required to confirm the efficacy of such teaching.

  • teaching and learning
  • simulation
  • peer
  • medical education research
  • medicine

Statistics from


  • Contributors JWC: design and implementation of the IMPLSE course 2014–2016; data acquisition, statistical analysis and data interpretation. TB: design and implementation of the IMPLSE course 2014–2016; data acquisition; gaining ethical approval. LAC, AG: implementation of the IMPLSE course 2015–2017; data acquisition. LS: data acquisition.

  • Competing interests None declared.

  • Ethics approval University of Exeter Medical School Research Ethics Committee.

  • Provenance and peer review Not commissioned; externally peer reviewed.

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