Developing Early-Career Clinical Educators – A Qualitative Study of a Pedagogical Internship Track for Junior Doctors in Sweden

Background Near-peer teaching (NPT) and structured near-peer teaching programs (NPTPs) have been recognized as valuable approaches in medical education, yet relatively few studies have explored programs designed specifically for junior doctors. In response to a local shortage of clinical supervisors and educators at a non-university teaching hospital in Western Sweden, a voluntary pedagogical faculty development program was launched in 2018 as a part of the mandatory medical internship. The program engaged junior doctors with a documented interest in education to supervise medical students and peers. From the outset, the program was intended not only as a teaching initiative but also as an early form of faculty development, aiming to strengthen participants’ pedagogical skills and professional identity. This study aimed to explore how junior doctors participating in a pedagogical internship track experienced the development of their teaching skills and professional identity, as well as their experience of the program. Methods We conducted a qualitative study of the pedagogical internship track using semi-structured interviews with ten former participants, enrolled between 2018 and 2024. Interviews explored their experiences of the program and its influence on subsequent professional roles. Data were analyzed using qualitative content analysis. Results Three main themes were found: Support the development of a pedagogical toolbox, particularly in relation to feedback skills; to foster a sense of professional legitimacy during internship; and to contribute to the formation of an identity as clinical educators, carried into subsequent residency training. Participants also described that the program helped establish a broader pedagogical culture within the hospital. Conclusions Findings from this study suggest that structured near-peer teaching programs for junior doctors strengthen teaching skills, enhance professional identity, and promote continued engagement in clinical education. By embedding such programs within internship training, hospitals may not only support individual development but also foster a sustainable pedagogical culture.