Qualitative Analysis of a Virtual Near-Peer Pediatric Boot Camp Elective

Objective To explore fourth-year medical students’ experience with a virtual, near-peer facilitated pediatric boot camp through the lens of self-determination theory (SDT). Methods We developed a virtual pediatric boot camp elective for fourth-year medical students pursuing pediatric residency using Kern’s six steps of curriculum development. The two-week virtual elective consisted of facilitated video conferences and small group discussions led by two senior pediatric residents. Semi-structured focus groups were conducted after elective completion. Using SDT as our conceptual framework, we explored participants’ experience with the near-peer facilitation of the boot camp. Focus group recordings were transcribed and thematically analyzed using deductive coding for SDT, with inductive coding for themes outside the theory’s scope. Saturation was reached after three focus groups. The codebook was iteratively revised through peer debriefing between coders and reviewed by other authors. Credibility was established through member checking. Results Ninety-two percent of eligible medical students ( n = 23/25) participated in the boot camp with attendance ranging from 18–21 students per session. Twelve students (52%) participated in three focus groups. Qualitative analysis identified five major themes. Four themes consistent with SDT emerged: competence, autonomy, relatedness to near-peers, and relatedness to specialty/institution. The learning environment, including the virtual setting, emerged as an additional, non-SDT-related theme. Conclusions Medical students’ experience with our virtual boot camp closely aligned with SDT. Near-peer relatedness emerged as a unique theme which could be further investigated in other aspects of medical student education. Future research could evaluate higher-level learning outcomes from near-peer educational opportunities.