Leveraging near-peer teaching: the impact of cognitive and social congruence on naloxone training

Jachua Polcyn, Robert VanBrackle, Natalie Zink, Katherine Covington, Vahé Heboyan, Nicole Rockich-Winston

Open source

DOI: 10.1080/10872981.2026.2676337
Published: 2026-05-19
Container: Medical Education Online
Publisher: Informa UK Limited
Open access: unknown

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Cite this work

BibTeX

@article{allodium:10.1080/10872981.2026.2676337,
  title = {Leveraging near-peer teaching: the impact of cognitive and social congruence on naloxone training},
  author = {Jachua Polcyn and Robert VanBrackle and Natalie Zink and Katherine Covington and Vahé Heboyan and Nicole Rockich-Winston},
  year = {2026},
  journal = {Medical Education Online},
  doi = {10.1080/10872981.2026.2676337},
  url = {https://doi.org/10.1080/10872981.2026.2676337}
}

RIS

TY  - JOUR
TI  - Leveraging near-peer teaching: the impact of cognitive and social congruence on naloxone training
AU  - Jachua Polcyn
AU  - Robert VanBrackle
AU  - Natalie Zink
AU  - Katherine Covington
AU  - Vahé Heboyan
AU  - Nicole Rockich-Winston
PY  - 2026
JO  - Medical Education Online
DO  - 10.1080/10872981.2026.2676337
UR  - https://doi.org/10.1080/10872981.2026.2676337
ER  -

APA

Polcyn, J., VanBrackle, R., Zink, N., Covington, K., Heboyan, V., & Rockich-Winston, N. (2026). Leveraging near-peer teaching: the impact of cognitive and social congruence on naloxone training. Medical Education Online. https://doi.org/10.1080/10872981.2026.2676337

Source records

crossref · retrieved 2026-11-11T03:59:37.641Z