Lessons learned from a study-group pilot program for medical students perceived to be 'at risk'

Area of Science:

• Medical Education
• Academic Support Strategies

Background:

• First-year medical students at UNM-SOM often struggle with self-assessment and seeking help, leading to academic difficulties.
• A preemptive intervention using peer-led study groups based on the personalized System of Instruction (PSI) was developed to address these challenges.

Purpose of the Study:

• To evaluate the effectiveness of a peer-led study group intervention for at-risk medical students.
• To assess the impact on student success and cost-benefit.

Main Methods:

• A six-month pilot intervention involved 13 at-risk first-year medical students in structured, twice-weekly study groups facilitated by upper-level students.
• Students completed quizzes, with mandatory re-testing for scores below 80% to ensure mastery.
• Summative exam scores were compared between intervention and non-intervention groups, including matched historical controls.

Main Results:

• No significant differences in summative exam scores were observed between the intervention group and the matched control group.
• The study did not demonstrate a statistically significant academic benefit from the structured peer-led study groups.

Conclusions:

• Students found study groups beneficial but preferred non-mandated participation, suggesting training students to lead their own groups.
• While interpersonal benefits were noted, the cost of a proctor-based program may not be the optimal use of resources.
• Future interventions should prioritize teaching learning strategies over content-focused study for greater impact.