Near peer teaching in human anatomy: Perspectives from anatomy demonstrators

Maxine  Loganathan; Johanna Maria de Lange; Quenton Wessels; Janine Correia

doi:10.21153/jtlge2026vol17no1art2312

Authors

Maxine Loganathan Stellenbosch University https://orcid.org/0009-0005-2764-912X
Johanna Maria de Lange Stellenbosch University https://orcid.org/0000-0001-8313-7990
Quenton Wessels University of Namibia https://orcid.org/0000-0001-8539-5459
Janine Correia Stellenbosch University https://orcid.org/0000-0003-3964-9889

DOI:

https://doi.org/10.21153/jtlge2026vol17no1art2312

Abstract

Near-peer teaching (NPT) is as a valuable pedagogical approach in anatomical education, enabling advanced students to facilitate the learning of junior peers. This qualitative exploratory study investigates the experiences of postgraduate students as near-peer demonstrators within the Division of Clinical Anatomy at Stellenbosch University. The aim was to explore how engagement in NPT influences demonstrators’ understanding of human anatomy, teaching competencies and professional development. Using convenience sampling, ten current and former demonstrators participated in focus group discussions. Data were transcribed and thematically analysed to identify patterns in reflections and experiences. Four themes were identified: (1) Improved understanding and retention of anatomical knowledge through repetitive teaching; (2) Enhanced professional development, particularly in communication skills and self-confidence; (3) Challenges associated with limited preparation, balancing academic responsibilities and managing student expectations; and (4) Influence of NPT on shaping professional identity and career direction. Participants reported that teaching experiences deepened their anatomical insight and contributed to growth as future health professionals and educators. By assuming teaching responsibilities, demonstrators develop core graduate attributes, including communication, leadership, adaptability and professional identity, which constitute employability capital for various careers. This study highlights the reciprocal value of NPT as a tool to enhance undergraduate learning, and as a catalyst for developing teaching expertise and professional confidence. It recommends structured support frameworks, including targeted pedagogical training for improved communication between faculty and demonstrators. NPT can strengthen programme sustainability, support the alignment of training with curricular goals, and help prepare demonstrators for diverse roles in clinical practice, education and research.

Author Biographies

Maxine Loganathan , Stellenbosch University

Maxine Loganathan is a current master’s student in Immunology at Stellenbosch University and holds a BScHons degree in Anatomy.
Johanna Maria de Lange, Stellenbosch University

Johanna Maria de Lange is a junior lecturer in the Division of Clinical Anatomy, Department of Biomedical Sciences at Stellenbosch University in Cape Town, South Africa. Her research interest is in anatomy education and pedagogy.
Quenton Wessels, University of Namibia

Quenton Wessels is a full Professor in the Division of Anatomy, School of Medicine, University of Namibia, Windhoek, Namibia. He teaches embryology and microscopic and gross anatomy to first- and second-year medical, pharmacy, and allied health professions students. His research interests include microscopic anatomy, gross anatomy, medical education, and medical history.
Janine Correia, Stellenbosch University

Janine C. Correia, is a senior anatomy lecturer in the Division of Clinical Anatomy, Department of Biomedical Sciences at Stellenbosch University in Cape Town, South Africa. She teaches anatomy to MBCHB., B.Sc., and allied health students and her research interest is in anatomy education and clinical anatomy.

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