Learning through Teaching: Peer Teaching and Mentoring Experiences among Third-Year Medical Students

Area of Science:

• Medical Education
• Undergraduate Medical Training
• Clinical Clerkships

Background:

• Peer-led teaching and mentoring are known to benefit learners and teachers in classroom settings.
• Benefits in health professions' clinical settings are documented, but less is known in undergraduate medical education.
• This study explores medical students' perceptions of peer teaching and mentoring during outpatient clinical clerkships.

Purpose of the Study:

• To explore third-year medical students' perceptions and experiences with peer teaching and mentoring in outpatient clinical clerkships.
• To compare experiences between two distinct clerkship models: Education Centered Medical Home (ECMH) and Individual Preceptorship (IP).
• To understand the impact of these roles on students' personal and professional development.

Main Methods:

• Semi-structured interviews were conducted with 33 third-year medical students in 2018.
• Students described peer teaching experiences and reflections on mentoring roles.
• Transcripts were analyzed using a two-cycle team-based inductive approach.

Main Results:

• Three themes emerged: diversity of opportunities, role transition from learner to teacher, and personal/professional development.
• Students in both clerkships reported learning through teaching and personal growth.
• ECMH students experienced more cross-year interactions and reported increased self-confidence and fulfillment.

Conclusions:

• Peer teaching and mentoring in clinical settings positively contribute to medical students' personal and professional development.
• These experiences foster growth in teaching skills, self-confidence, and a sense of fulfillment.
• Creating environments that support peer teaching and mentoring is crucial for developing learners and future physicians.