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Implementing a unique immersive near-peer-led clinical skills educational bootcamp for early-year clinical medical students
  1. Umair Khan,
  2. Abdelwakeel Bakhiet
  1. Department of Medicine, Nobles Hospital, Braddan, Isle of Man
  1. Correspondence to Dr Umair Khan, Department of Medicine, Nobles Hospital, Braddan IM4 4RJ, Isle of Man; umair.khan{at}


We establish the development of a unique immersive clinical skills bootcamp for third-year medical students, with formal teaching under five key themes: procedural skills day, examinations, imaging, data interpretation and prescribing. Lastly a simulation event was developed to allow the participants to bring the different themes together, in order to successfully manage an acutely unwell patient for their stage of learning using the newly learnt skills. A 4-week bootcamp was developed and delivered to students. A curriculum was developed based on student’s precourse answers to specific questions. Pre and post bootcamp questionnaires were used to assess participants confidence and knowledge using a 5-point Likert scale. A combination of objective structured examination, didactic lectures and group-based discussions were utilised. Tutors’ teaching performance was also analysed. A focus group was held post bootcamp. Bootcamp was delivered to 15 students. Feedback was overwhelmingly positive. Students were more confident in all of the five key domains post bootcamp. All students feel more equipped to take opportunities that arise on medical wards as a result of the skills learnt. Participants were receptive to the combination of teaching methods used. All students would recommend this course to their peers. Early-year clinical students successfully received an immersive goal-directed course with formal teaching. The near-peer teaching model improved participants educational experience. We were able to successfully demonstrate that near-peer teaching is effective when it is goal directed, and further when it addresses areas of medical education whereby there is a disparity in the formal teaching available.

  • undergraduate
  • medical
  • education
  • junior doctors

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  • Contributors UK and AB originally conceived the study design and structured the article; performed a literature search and drafted the study for publication and reviewed it critically for important intellectual content; contributed to data analysis and reviewed the original article; and edited the overall article. Both authors approved the article for final submission.

  • Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

  • Competing interests None declared.

  • Patient consent for publication Not required.

  • Ethics approval All participants signed consent forms for their responses to be utilised for scientific and research purposes. The study was exempt from ethical approval, because it did not involve medical procedures or products, experiments including patients or any personal data collection. The American Anthropological Association’s code of ethics was strictly followed.

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

  • Data availability statement All data relevant to the study are included in the article or uploaded as supplementary information.

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