Qualitative **data** was collected from both NPTs and NPLs. The NPLs initially completed an 11-item questionnaire prior to the NPLs sitting for their final exam. Open-ended questions were used to assess NPLs' opinions regarding strengths and weaknesses of the teaching program as well as the perceived value of the near-peer intervention in their exam preparation. After completion of their summative OSCEs, NPLs were then invited via emails and social media to participate in focus groups, to assess if their opinions of the teaching program differed post-exam and their perspectives on the value of near-peer education. NPTs were similarly invited to individual interviews, in which questions were directed to their experiences teaching in the program as well as perspectives on near-peer education. The different modalities of **data** collection were necessary to accommodate participant and researcher time and resource constraints, which was conducted in university holidays.