2026-04-172026-04-172025PESSOA, Ketlen Joele do Nascimento et al. Near-peer teaching in a gross human anatomy course: students? Academic performance and perceptions. Journal of Biological Education, London, 2025. DOI: 10.1080/00219266.2025.2546792. Disponível em: https://www.tandfonline.com/doi/full/10.1080/00219266.2025.2546792. Acesso em 14 abr. 2026.0021-9266https://www.tandfonline.com/doi/full/10.1080/00219266.2025.2546792This study evaluated the impact of a near-peer teaching (NPT) programme in human anatomy on the academic performance of undergraduate physical education students and explored their perceptions of the programme. A total of 82 students were included and categorised into two groups: those who attended at least one NPT session and those who did not attend any. Attendees were further divided into high- and low-attendance subgroups. Final course grades, student perceptions of the NPT programme, and reasons for non-participation were analysed. Students who participated in the NPT programme achieved final grades that were, on average, 14.5% higher than those who did not attend. Within the NPT group, students with high attendance had grades 7.1% higher than those with low attendance. A significant positive correlation was observed between the total time spent in the NPT programme and final grade. Overall, participants reported favourable perceptions of the programme and recommended its continuation. These findings support the effectiveness of NPT in enhancing academic performance in undergraduate anatomy education for physical education students.engAcesso RestritoGross anatomy educationBiology educationCooperative learningExperimental studyNear-pear teachingArtigo10.1080/00219266.2025.2546792