Introduction The effect of COVID-19 extended to undergraduate teaching, including reduced capacity around the bedside and clinical restrictions due to infection control policies. This resulted in students undertaking near-peer teaching for their colleagues. A survey of these students found that they encountered barriers to accessing, organising and delivering near-peer teaching.

Aims This quality improvement project was employed to:

• Standardise students’ access to near–peer teaching opportunities

• Foster confidence in teaching and feedback skills

• Evaluate whether this scheme could add value to a clinical placement

Methods Students volunteered to become a tutor/tutee during the placement. Participants were matched based on specific criteria and preferences. A clinical teaching fellow was available for support and advice. Data was collected using online pre/post-scheme questionnaires, Likert scales, and free text questions.

Results 17 pre-scheme and post-scheme questionnaires were completed. The scheme increased tutors’ confidence in delivering teaching/feedback to near-peers (100% response). Participants felt that the near-peer teaching scheme added value to their placement and would recommend future implementation (100% response).

Conclusion This scheme supported students to lead teaching sessions, deliver feedback, and act as mentors. Anticipated future benefits include improvement in student-patient interactions, deeper understanding of medical topics and a greater interest in pursuing educational leadership roles.

We encourage undergraduate departments to implement this scheme to support students who are enthusiastic about teaching during clinical placements. This can foster increased confidence in teaching skills, delivering feedback and improvement in leadership skills whilst adding value to the clinical placement. These valuable skills would contribute greatly towards the participants becoming well-rounded doctors.