Purpose
Medical student education across the United States has been reported to lack sufficient imaging instruction due to time and resource limitations. Near-peer teaching can bypass these constraints while benefiting both students and student educators. This study developed and evaluated a near-peer-led resource for the first-year imaging and anatomy curriculum at a United States medical school.

Methods
At our institution, imaging is integrated with anatomy in the first course medical students take upon matriculation. One-hour optional review sessions, led by second-year medical students, were incorporated into each of the 7 blocks of this course with a focus on high-yield exam concepts. Pre- and post-session quizzes, post-session surveys, and an end-of-course questionnaire measured student knowledge and perceptions. Pre/post-session quiz performance was compared before and after each session. Survey responses were recorded on a Likert scale and quantitatively analyzed using Excel. Open-ended questions were analyzed using thematic analysis.

Results
An average of 50.7±6.9 students attended each session. Improvement in student performance on post-session quizzes was statistically significant for 6/7 sessions. Longer-term knowledge retention was also evident, as assessed by compiling questions from each pre/post-session quiz after course completion. Students were satisfied with the session content and with their near-peer facilitators. Students reported feeling more knowledgeable about imaging topics and more prepared to answer their test questions following these sessions. Specific comments focused on desiring longer sessions to answer practice questions and acquire additional learning tips from facilitators. Student educators felt more comfortable and effective with their teaching as the course progressed.

Conclusions
This study demonstrates that near-peer-led radiology sessions are feasible, engaging, and beneficial to student knowledge and test preparedness.