A Near-Peer Mentorship Program that Sustains a Student-Faculty Partnership Co-creating Curriculum-Aligned Formative...

Area of Science:

• Medical Education
• Curriculum Development

Background:

• Student-faculty partnerships can enhance educational resource creation.
• Formative assessments are crucial for preclinical medical training.

Purpose of the Study:

• To describe the Professor-Reviewed Exam Practice (PREP) program's recruitment and mentorship model.
• To evaluate the sustainability and productivity of PREP's curriculum-aligned question generation.

Main Methods:

• PREP utilizes a student-faculty partnership to co-create formative questions.
• A near-peer mentorship program trains new members in question development.
• Program productivity and question utilization were assessed over three medical school classes.

Main Results:

• The PREP program has demonstrated sustained productivity across multiple academic years.
• The recruitment and mentorship process effectively prepares students to create PREP-style questions.
• The workflow for generating and utilizing formative questions is sustainable.

Conclusions:

• The PREP model is a viable and sustainable approach to developing free, curriculum-aligned formative questions.
• This student-faculty partnership can be adopted by other institutions to improve preclinical medical education.