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A Near-Peer Mentorship Program that Sustains a Student-Faculty Partnership Co-creating Curriculum-Aligned Formative
Laura M Banks1, Jason L Hirsch1, Jarod Karom1
1The Ohio State University College of Medicine, Columbus, OH 43210 USA.
Abstract:
Professor-Reviewed Exam Practice (PREP) is a student-faculty partnership that co-creates curriculum-aligned formative questions for the entire preclinical medical school class to use in active learning. PREP has sustained its productivity over three medical school classes. Here we describe PREP's recruitment process and its near-peer mentorship program that prepares new members to independently create PREP-style formative questions. PREP's productivity and the utilization of its formative questions across classes is evaluated, demonstrating that the workflow is sustainable. We believe that this program could be adopted by other schools to broaden the availability of free curriculum-aligned formative questions in preclinical medical education.
Supplementary Information:
The online version contains supplementary material available at 10.1007/s40670-025-02406-8.
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