Near-peer teachers (NPTs) are increasingly used in medical education, yet little research has examined their effectiveness in teaching radiologic anatomy to early medical students. This literature review evaluates how instructor preparation influences NPT confidence and perceived teaching effectiveness. A structured literature review is being conducted using PRISMA-informed guidelines. Peer-reviewed studies published from 2020 onward are identified through searches of PubMed, JANE, and Google Scholar. Two reviewers independently screen studies using predefined inclusion criteria focused on near-peer instruction involving radiologic or imaging-based anatomy. Discrepancies are resolved through consensus. Data are extracted on imaging modality (CT, MRI, X-ray, angiography), instructional design, NPT preparation, and educational outcomes. Findings are synthesized using a narrative qualitative approach, and study quality is assessed using established educational research appraisal criteria. Preliminary trends from approximately 12 studies suggest near-peer instruction improves learner engagement and supports students’ ability to identify anatomical structures on medical imaging. Structured preparation for NPTs also appears associated with greater teaching confidence and perceived instructional competency, though variability in training and instructional design limits comparison across studies. This review synthesizes recent literature to identify best practices for preparing near-peer instructors and to inform the design of NPT-led imaging sessions for early medical learners.
