Near-Peer-Assisted Learning for Hematology Education among First-Year Medical Students: A Quasi-Experimental Study with a Historical Control

Abstract Background: Hematology education during early medical training involves substantial theoretical and practical learning demands. Near-peer-assisted learning (NPAL), informed by cognitive and social congruence theories, provides a learner-centered approach in which senior students facilitate the learning of junior peers. Evidence regarding its effectiveness in practical hematology education remains limited.