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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

Teaching and Learning in Medicine
|January 22, 2013
PubMed
Summary
This summary is machine-generated.

A peer-mentoring program in a preclinical medical course significantly boosted confidence in clinical skills for both peer mentors and learners. This cost-effective Teaching Academy (TA) model is easily transferable to other institutions.

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Area of Science:

  • Medical Education
  • Clinical Skills Development
  • Peer Mentorship Programs

Background:

  • Doctoring is a 2-year preclinical course focused on fundamental clinical skills for medical students.
  • Effective pedagogical approaches are crucial for developing early clinical competencies.

Purpose of the Study:

  • To design, implement, and evaluate an innovative and cost-effective peer-mentoring program within the Doctoring course.
  • To establish a Teaching Academy (TA) with formal orientation for peer mentors (Fellows).

Main Methods:

  • Second-year medical students were selected and trained as peer mentors (TA Fellows).
  • TA Fellows mentored first-year medical students in clinical skills.
  • Anonymous surveys were administered to both mentors and learners.

Main Results:

  • Peer mentors reported a significant increase in confidence in providing feedback (p < .001).
  • First-year students showed significant confidence gains in medical interviewing and physical examination skills (p < .001).

Conclusions:

  • A structured peer-mentoring program within a clinical skills course enhances confidence for both mentors and learners.
  • The TA program is a transferable and effective model for other educational settings.