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Developing a peer-mentor program for medical students
Julie Scott Taylor1, Salma Faghri, Nitin Aggarwal
1Office of Medical Education, Alpert Medical School, Providence, RI 02903, USA. Julie Talor@brown.edu
Background:
Doctoring is a 2-year preclinical course designed to teach medical students fundamental clinical skills.
Purpose:
We designed, implemented, and evaluated an innovative and cost-effective peer-mentoring program embedded within Doctoring. Our Teaching Academy (TA) included a formal orientation for teaching "Fellows."
Methods:
During academic years 2008-09 and 2009-10, 2nd-year students were systematically selected by course faculty and then trained as TA Fellows to peer-mentor 1st-year students. Both TA Fellows and 1st-year medical students completed anonymous written surveys.
Results:
Peer-mentors reported a significant increase of confidence in their ability to provide feedback (p < .001). First-year students reported a significant increase of confidence in their ability to conduct a medical interview and perform a physical exam (p < .001 for each).
Conclusions:
Student participation in a formal peer-mentor program embedded within a clinical skills course significantly increased, for both teachers and learners, confidence in their skills. Our program is easily transferrable to other courses and institutions.
