Peer-led mentoring intervention for test anxiety reduction among medical students: development, implementation, and...

Area of Science:

• Medical Education
• Psychology
• Student Well-being

Background:

• Medical students experience high test anxiety due to academic pressures and inadequate mental health resources.
• Peer-led interventions show promise but lack robust evidence in medical education.
• Limited mental health support exacerbates anxiety among undergraduate medical students in India.

Purpose of the Study:

• To develop and validate a mental health intervention module for medical students.
• To evaluate the impact of a peer-led mentoring program on test anxiety among Indian MBBS students.
• To assess the program's effect on academic performance, acceptability, and feasibility.

Main Methods:

• A structured, evidence-based peer-led mentoring module was developed using the ADDIE model and expert validation (CVI > 0.78).
• A single-arm, pre-post intervention study involved 100 second-year MBBS students.
• Trained peer mentors delivered group and individual mentoring before high-stakes examinations, with test anxiety measured by the Westside Test Anxiety (WTA) Scale.

Main Results:

• Baseline test anxiety affected 40% of students (median WTA score 2.7).
• Post-intervention, median WTA scores significantly decreased to 2.35 (P < 0.001), with severe anxiety eliminated.
• Student satisfaction was high (median 7/10), and the program was deemed acceptable and feasible, though academic performance showed no significant change.

Conclusions:

• The peer-led mentoring program effectively reduced test anxiety in medical students facing high-stakes examinations.
• While academic performance did not improve, the intervention enhanced student well-being.
• Integrating such peer-led programs into formal support systems can improve sustainability and impact in medical education.