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Medical students in dual roles as mentees and near-peer mentors found the experience positive. This unique perspective enhanced confidence, empathy, and career reflection, benefiting peer mentorship programs.

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Area of Science:

  • Medical Education
  • Mentorship Programs
  • Student Development

Background:

  • Peer mentorship is crucial for medical student support.
  • Few studies examine students' simultaneous roles as mentees and mentors.
  • This study addresses that gap by exploring dual-role experiences.

Purpose of the Study:

  • To explore senior medical students' experiences in dual roles as mentees and near-peer mentors.
  • To understand how students perceived their simultaneous engagement in receiving and providing mentorship.
  • To investigate the impact of this longitudinal, group mentorship course on student development.

Main Methods:

  • Interpretive description methodology was employed.
  • Semi-structured interviews and audio diaries were used for data collection (April-October 2023).
  • Constant comparative analysis with an iterative, reflexive approach was utilized.

Main Results:

  • Four themes emerged from 20 students' data.
  • Dual roles were perceived as complementary, creating a "closing the loop" continuity.
  • Mentorship fostered "paying it forward," boosted confidence through "gazing backwards," and helped "imagine the future."

Conclusions:

  • The dual role experience was perceived positively by medical students.
  • This dual role enhanced student confidence, empathy, and career reflection.
  • Findings can inform and improve peer mentorship program design and effectiveness.