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Near\u2010peer teaching (NPT) is often praised as an effective revision tool, but its use as a frontline teaching resource remains unreported. The study explores the potential for NPT to promote delivery of learning outcomes and maximize student experience within a neuroanatomy module for second year medical students. The study occurred in three educational settings, (1) frontline NPT of cranial nerves, (2) revision session NPT of cranial nerves, and (3) NPT alongside faculty staff in laboratory\u2010based neuroanatomy practical exercises. For the first and second components, knowledge was measured using a pre\u2010 and post\u2010session test and student perception was ascertained with a questionnaire. For the third component, student perception was assessed with an end\u2010of\u2010module survey. The results show that overall, NPT was well received by learners. A significant knowledge gain was seen between the pre\u2010 and post\u2010session test of the frontline NPT session. 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