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8% higher ( = .296) and M1 students' performance was 1.8% higher ( = .286) than their respective controls. Students commented positively on the exercise and perceived more than one core competency as part of the session. Although there was no significant improvement in exam performance, this curriculum used near-peer teaching to reinforce previously learned material and apply recently acquired material in an engaging format without detriment to either group. This method can be adapted to different learner groups and provides an opportun
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