1165 National Surgical Undergraduate Peer-to-Peer Teaching Course. Analysis and Insight From Feedback for Predictors of Teaching Success

Abstract Aim Throughout the COVID-19 pandemic, ward-based teaching to medical students has been disrupted. Remote platform options have emerged and encourage inter-regional collaborations in learning. This style is likely remain. We report on our course elucidate factors that could guide iterative improvement. Method The authors organized a 12-week, 36-session for nationally. Each week, one university representative recruited three deliver topics surgical specialty national audience. Anonymized information about pre/post-session subject confidence, quality of teaching, relevance usefulness was collected Likert type 1-10 scale analysed. Results A total 176 responses were noted first 9-week portion course. On paired t-test, there an increase (mean = 2.9,s.d 1.5,p<0.001) confidence post seminar. Pre-(p<0.001) post-(p<0.001) perceived (p 0.029), (p<0.001), exam preparation right level taught (p<0.001) all positively associated with higher year groups. Percentage negatively group 0.001). Single teacher sessions had absolute 0.011) / percentage 0.020) change compared two led sessions. Conclusions Online, peer-to-peer provides invaluable way providing education during beyond global pandemic. Our analysis elucidates different may effect effectiveness outcome. hope these insights will us remainder course, as well similar courses readers organised future.