Objective: To evaluate the effectiveness of video conferences for the delivery of near-peer medical teaching adopted in response to the COVID-19 pandemic from the perspective of medical students and near-peer teachers. Methods: A mixed-methods online survey of medical students (years 3 – 5 of a five-year medical program) and near-peer teachers (junior medical officers post-graduate years 1-3) participating in a video conference based near-peer medical teaching (NPMT) program was undertaken throughout the 2020 clinical year. A further comparative survey was conducted with those students and near-peer teachers who had previously participated in face-to-face near-peer teaching sessions. The results of these surveys were analysed using descriptive statistics and inductive thematic analysis. Results: Students and near-peer teachers found the video conference software to be user friendly (93.3%, n = 14 and 77.8%, n=7) and expressed interest in ongoing video conference delivered material (93.4%, n= 14 and 88.9% n = 8). Students were divided as to whether the video conference method of delivery limited (40%, n= 7) or did not limit (26.7%, n = 4) their interactions, while teachers noted that video conferencing did not enhance engagement (66.7%, n= 6). These findings were supported by the qualitative analysis. Key themes identified included positive reception of the teachers, content, and improved attendance/ease associated with video conferencing. Difficulties with the foreign nature of the teaching style and student engagement were also reflected in the qualitative data. Conclusion: The COVID-19 pandemic has impacted the manner in which medical student education is approached. The experience presented here from medical students and near-peer teachers demonstrates a general acceptance of video conferencing as a method of content delivery in the near-peer setting, necessitated by restrictions on face-to-face interactions secondary to the COVID-19 pandemic. Divisions remain as to whether the technology, as it is currently implemented, can maintain or surpass the interaction and engagement which accompanies face-to-face near-peer medical education.