Implementing Change in Neuroanatomy Education: Organization, Evolution, and Assessment of a Near‐Peer Teaching Program in an Undergraduate Medical School in Greece

In light of the current shifts in medical education from traditional lectures to more active teaching modalities, a peer‐teaching program was introduced to a compulsory, second‐year neuroanatomy course. A cross‐sectional survey of 527 medical students in the six‐year medical program of the National and Kapodistrian University of Athens was administered. The primary aim of the survey, which was distributed to second‐ through sixth‐year medical students, who had completed the neuroanatomy course, was to assess student perception of peer teachers (PTs). Across the five years assessed, students increasingly acknowledged the contribution of PTs to their learning (P