Abstract: Objective This study aims to explore the effectiveness of "Near Peer Learning" (NPL) in the（ electromyography， EMG） teaching module for neurology residents. Methods The Department of Neurology， Peking Union Medical College Hospital implemented an NPL instructional design for a course on EMG for residents from November 2020 to March 2024. This teaching session is held annually, in which senior residents instruct juniors who are only 1 or 2 years earlier in their training. The residents participate in the precourse/postcourse tests and complete a feedback survey at the end of the session. This evaluation method is used to understand the effectiveness of the NPL intervention in EMG teaching. Results Over four years, a total of 83 residents participated. The results showed that the postcourse test scores were significantly improved compared with precourse test scores (74.33 ± 2.43 vs. 70.11 ± 2.49, P= 0.005), with the most remarkable improvements seen for “tutees” (P= 0.02), graduate students (P= 0.009) and first-year residents (P= 0.04). Both tutors and tutees thought highly of NPL, believing it enabled them to gain knowledge and helped them to improve teaching skills. Conclusion The NPL intervention is suitable for teaching of EMG, for its contribution to knowledge acquisition and core competencies enhancement in residents.