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In September 2025, the Medical Teacher journal published a study written by staff members of the University of Pécs Medical School, examining the role of so-called near-peer tutors, i.e., the role of students participating in the school’s Circle of Demonstrators in medical education in correlation with how these students’ teaching activities among their peers influence their own academic performance and progression. The paper highlights the operation and organizational structure of the Circle of Demonstrators (DDK), established ten years ago, which is unique even by European standards and may serve as a model for other medical schools as well. One of the publication’s authors is Dr. Andrea Tamás, associate professor at the Department of Anatomy and president of the DDK, who summarised the key elements of their exemplary activities.

Written by Rita Schweier

Medical Teacher is an international peer-reviewed journal publishing research on education and training in the medical and health professions. It is the official journal of the Association for Medical Education in Europe (AMEE), where the Pécs Medical School team’s article, titled “Academic performance and progression among near-peer tutors: A comparative analysis in undergraduate medical education”, was also published.

“Near-peer tutors are members of the Circle of Demonstrators who assist their fellow students in teaching various subjects. To better coordinate and monitor their work, we established the Circle of Demonstrators ten years ago at the initiative of Vice-Dean Dr. László Czopf and formed its leadership team, which includes, alongside the vice-dean and me, Dr. Kristóf Filipánits, Dr. Judit Sebők, Dr. Ágnes Koppán, Dr. Tímea Németh, and Dr. Míra Zsófia Peresztegi. The idea of examining the role of near-peer tutors in medical education and the impact of their teaching work on their own performance and verifying the effectiveness of their work with data came from Dr. András Komócsi, Vice-Rector for Science at UP. Many publications have already been written about the usefulness of their active participation, but no report has yet been made on the positive impact observed in their university progression, covering six to seven years and assessing cumulatively the activities of 1,544 Hungarian and international students,” explained Dr. Andrea Tamás.

Better grades, fewer passive semesters, improving presentation skills, and stronger self-confidence

Being a demonstrator varies for each subject. For example, they assist in language classes at the Department of Languages for Biomedical Purposes and Communication, and they help present anatomical preparations, prepare tests, and support students’ preparation for the exams at the Department of Anatomy. They are present when taking patients’ medical histories, communicating with the patients, and presenting physical examinations at the clinics. Many of them even contribute to the writing of teaching materials at departments.

Students receive two credit points per semester for their teaching work, which requires at least two hours of demonstration work per week, totalling 24 hours per semester. At least half of this consists of contact hours, i.e., practices. Half of this time must be in-person practice. Some students are active in more than one department. The most outstanding ones are those who also train younger demonstrators.

Dr. Andrea Tamás highlighted the fact that the data clearly show that students who participate in demonstrator activities achieve significantly better results on final exams and the final closing examination, and have fewer passive semesters compared to their peers who do not participate in demonstrator work. These students typically earn excellent or very good grades in the subjects they teach, which is also important in ensuring high-quality education. The research further revealed that demonstrators improve their presentation skills, which benefit them during postgraduate training and in their future medical practice, while also gaining greater self-assurance and self-confidence.

Growing clinical interest in demonstrators

According to Dr. Andrea Tamás, the number of clinics open to working with demonstrators is increasing. Today, many students can participate in teaching activities at the UP Clinical Centre, specifically the 2^nd Department of Internal Medicine and Nephrological, Diabetological Centre, the 1^st Department of Medicine, the Heart Institute, and the Department of Surgery. In total, demonstrator activities take place in 20 theoretical departments and clinics at the Medical School in Pécs.

“Students who assist in clinical training must complete a strict preparatory course. Their work is currently supervised and supported by nearly 90 teacher mentors. The number of registered demonstrators has steadily increased over the years—last semester, there were more than 350, 180 of them are Hungarian, the rest are international students. Those who have been active teaching for at least one semester can also enrol in the course the following term and receive the two credit points for it,” she added.

As she said, when compared with national figures, these numbers are exceptionally high, and their level of systematic organization and coordination is exemplary in Europe. As a board member of the Association of Medical Schools in Europe (AMSE), Dr. Andrea Tamás discusses these topics annually with representatives from other European medical schools, who consistently regard the system in Pécs as an exemplary model.

Unique registration system

“Our publication is also special because we present a unique registration and organizational system that allows us to accurately register our students and monitor their work, namely the subjects they teach, their supervising teachers, and the types of classes they assist in. This new system was launched last year with major contributions from our board member Dr. Kristóf Filipánits, who then participated in the project as a student, and the IT and Innovation Directorate. It also enabled us to collect and analyze data from 1,544 students,” she emphasised.

Motivation behind becoming a demonstrator

According to Dr. Andrea Tamás, a strong motivation for students to become demonstrators can be that they once had an inspiring demonstrator themselves—someone they admired, learned a great deal from, and saw that the demonstrator was genuinely enjoying their work. Positive feedback from peers is another strong motivator, as is the satisfaction of being able to clearly explain complex material. Their teaching experience also reinforces their own learning, which in turn improves their academic performance.

She emphasised the importance of student-led organizations such as the Surgical Society and the Emergency Society, which organise highly popular training sessions and workshops. Additionally, the Medical School conducts monthly training sessions for demonstrators and also organises workshops on their initiative. Students are also interested in the anatomy, pathophysiology, internal medicine, and surgery workshops—all of which are highly valued for their practical content.

“Outstanding demonstrators may also receive scholarships, and even the Excellent Demonstrator Award, presented each year to the best Hungarian, English, and German students at the graduation ceremony. We, of course, also recognise the work of our mentors,” she added.

Motivation behind being a mentor

Supervising and training demonstrator students entails additional responsibility and workload for the mentors, who must pay attention to them, monitor and support them; however, their participation comes with at least as many advantages. Mentors can work with students in smaller groups, allowing students to seek help from their peers in their native language if they have difficulty with a particular expression in English or German. Teaching tasks can be shared, and practical lessons can be made more colorful and motivating. According to Dr. Andrea Tamás, even professors take on mentoring roles, and younger faculty members join them enthusiastically.

Exemplary operation and organisation

“There is an organic link between the theoretical and clinical branches of education in our system, colleagues from both fields work closely together and support talented demonstrator students. This close cooperation is a cornerstone of our success. I am proud of the comprehensive methodological framework we have developed with our students. Our smaller, close-knit Medical School fosters personal connections that ensure transparent and quality operation. It is a joy to see the vibrant life of DDK and to be a part of the friendly atmosphere of our general assemblies. Other Hungarian and international medical schools have taken notice of our system and have spoken very highly of it,” she said.

The publication was authored by Professor András Komócsi, Vice-Rector for Science (first author), together with Dr. Andrea Tamás, Dr. László Czopf, Dr. Kristóf Filipánits, Dr. Gergely Csaba, and Dr. Veronika Eszter Csöngei, with additional insights from Dr. Krisztina Fischer, researcher and teacher at Harvard Medical School.

Photo:

Dávid Verébi