Impact of near‐peer teaching on medical English learning motivation among medical students and residents

Abstract

The study evaluated the effectiveness of near‐peer teaching in medical English education and found that it led to higher levels of motivation, curiosity, initiative, self‐efficacy, learning goals, and psychological safety among participants compared to traditional teacher‐centered approaches. The study also observed behavioral changes and active engagement in English learning among participants. We hope that our activity will inspire other educators to adopt similar approaches in their medical English classes and promote more effective language learning among health professionals.