***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: Near‐peer teaching involves more experienced students acting as tutors and has been widely used in anatomy education . This approach has many advantages for the learner due to the social and cognitive congruence they share with the teacher , however , the influence of distance between the teacher and learner on these congruences has yet to be explored . The aim of this study was to compare the attitudes and perceptions of the student learner towards neuroanatomy review sessions taught by either a senior medical student or a junior doctor . The students were r and omly assigned to an allocated tutor . All tutors used st and ardized material and had access to identical re sources . The type of allocated tutor was swapped between the two teaching sessions and 99 student feedback forms were collected in total . The rating for the overall quality of the teaching session was not significantly different between the junior doctors and senior medical students ( P = 0.11 ) . However , criteria closely relating to social and cognitive congruence such as “ enjoyment of the session , ” “ delivery of the teaching , ” and “ was it a good use of time ” were all rated significantly higher for the senior medical students ( P < 0.05 ) . The results of this study suggest that small increases in distance along the near‐peer teaching spectrum have an impact upon the student 's perception of their learning experience . While all teachers were suitable role models it appears that junior doctors are too far removed from their own undergraduate experiences to share congruences with pre‐ clinical medical students . Anat Sci Educ 7 : 242–247 . © 2013 American Association of Anatomists Peer tutoring is a potentially valuable re source in higher education . There are few published accounts of the impact of peer tutoring in medical education . College-wide experience of peer tutoring together with difficulties recruiting medical teachers for a communication programme led to the development of a peer-tutoring project . This paper reports the impact on first-year medical students of peer tutoring in patient-centred  interviewing  . After attending a preparatory workshop , third-year medical students co-facilitated their first-year colleagues in a session : Interviewing a Simulated Patient .  First-year students completed written evaluations immediately after the session and two months later r and omly selected students were assessed in patient-centred interviews . The impact of the peer-tutoring experience was evaluated by comparing these outcomes for students in groups co-facilitated by peer tutors with those who worked in groups facilitated by medical teachers . The eight learning objectives were completely met by more than 56 % of students . However , there were statistically significant differences for four objectives with more students in groups facilitated by medical teachers completely meeting these objectives . Although the seven educational techniques used in the session were rated favourably by all students , two were rated as more effective in achieving the learning objectives by students in groups facilitated by medical teachers . Free-text comments revealed no differences between groups . Two months after the session , there were no differences between students in terms of interviewing skills as rated by trained observers and simulated patients , whilst simulated patients were more satisfied with interviews from students facilitated by peer tutors ( p < 0.02 ) . Peer tutors can support the acquisition of basic patient-centred interviewing skills in first-year medical students when contributing to one session of a structured programme . First-year students were receptive and willing to learn from their senior colleagues OBJECTIVES Medical students have been shown to have high levels of psychological distress , including self-stigmatization and unwillingness to seek care . The authors hypothesized that a student-led curriculum involving personal mental illness experience , given during the first-year neuroscience course , and titled " Mental Illness Among Us ( MIAU ) , " would reduce stigma of mental illness . METHOD In 2010 and 2011 , students completed voluntary pre- and post-MIAU surveys measuring attitudes regarding mental illness in relation to MIAU . Also , in 2011 , the authors categorized topics mentioned in student responses to an open-ended , free-response question on the course final examination . RESULTS Of 298 enrolled students , 250 su bmi tted surveys that were matched pre- and post-intervention . Participants in the curriculum showed a significant difference in Social Distance , indicating an increased willingness to interact with individuals with mental illness , and a significant difference in the Mental Illness : Clinicians ' Attitudes ( MICA ) score representing a stronger agreement with positive statements regarding mental illness . The non- participants ' scores showed no changes in measures from pre- to post . Respondents most frequently reported that the neuroscience course prepared them to be a physician because it taught about compassion and the importance of treating the whole patient . CONCLUSION The results indicate that participation in MIAU leads to a decrease in stigmatization of mental illness and a greater sense of compassion among UCSF medical students . This finding is consistent with previous research suggesting social and cognitive congruence among peers and peer-teachers can result in meaningful learning experiences . MIAU may represent a sustainable model to supplement current systems to promote well-being of medical trainees This study describes a pilot project in which peer assisted learning ( PAL ) is used to teach dental clinical skills . A cluster r and omised controlled trial compared opinions of Bachelor of Dental Surgery ( BDS ) students from peer-led groups versus staff-led groups  in a clinical ( impression taking ) and a pre- clinical ( h and piece skills ) task . BDS5 ( peer tutors ) in their final year delivered teaching to BDS1 ( tutees ) for each task . Quantitative data from tutees and the peer tutors was gathered from question naires , along with open written comments . PAL was well received by both tutees and peer tutors . BDS1 tutees rated BDS5 peer tutors highly for delivery of information , and level of feedback . The tutees considered peer tutors more approachable and less intimidating than staff . Peer tutors reported their own knowledge had increased as a result of teaching . In a summative OSCE ( objective structured clinical examination ) four months following the teaching , no statistical significant difference between the performance of peer-led and staff-led groups was found at stations related to the subject matter in question . It is argued that PAL , as well as being a useful method of delivering subject-specific teaching , is able to contribute to the development of graduate attributes 
    Output:
    
This scoping review presents an overview and operationalization of cognitive and social congruence in PAL .
Based on the presented meta-analytic pooling , cognitive and social congruence were found to represent relevant key factors in the PAL context .