A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical students

Uncovering heterogeneity in mental health changes among first-year medical students

INTRODUCTION

The initial year of medical school is linked to a decline in mental health. To assess mental health comprehensively, the dual-factor model posits the consideration of both psychopathology (e.g., depression) and positive mental health (e.g., well-being). Previous mental health research among medical students has primarily examined these two factors independently. This study uses the dual-factor approach for a deeper understanding of mental health changes during the first year of medical school.

METHODS

Students from eight German medical schools (N = 450) were surveyed three times (T0 = entering medical school, T1 = end of the first semester, T2 = end of the second semester) regarding depression (PHQ-9), well-being (subscale of FAHW-12), and general life satisfaction (German Single-Item Scale L1). Latent profile analysis was used to identify distinct mental health groups based on their combinations of psychopathology and positive mental health. We then analysed trajectories descriptively by examining the longitudinal stability and dynamics of mental health group membership during the first year of medical school.

RESULTS

We identified five mental health groups: (1) complete mental health, (2) moderately mentally healthy, (3) symptomatic but content, (4) vulnerable, and (5) troubled. The examination of change trajectories unveiled diverse paths pointing towards both recovery and deterioration. In comparison to the other groups, students belonging to the complete mental health group exhibited greater stability and a higher potential to recover after initial deteriorations in the first semester.

CONCLUSIONS

Our study uncovers distinct mental health trajectories in the first year of medical school, emphasizing the crucial role of initial mental health status. Our findings stress the diverse nature of mental health changes in medical students, underscoring the need for tailored prevention strategies. The implications for research and practice are discussed.

Unpacking the perceptions and experiences of student facilitators in interprofessional education: a qualitative study

Enhancing health professional students' effective learning and collaborative practice requires a deep understanding of strategies for facilitating interprofessional learning. While faculty members and clinical preceptors are recognized as facilitators in interprofessional education (IPE), there is limited knowledge about the impact of student facilitators' engagement in IPE. Accordingly, this study aims to explore the perceptions and experiences of student facilitators in IPE. Thirteen student facilitators were recruited to lead an interprofessional learning program, and they were subsequently invited to participate in one-on-one interviews. An interview guide was developed to explore their motivations, expectations, engagement, effectiveness, and achievements in IPE facilitation. Thematic analysis was conducted using MAXQDA software to analyze the student facilitators' experiences and perceptions. Eight interviewees from various disciplines, including Medicine, Nursing, Pharmacy, Speech and Hearing Sciences, and Social Work, took part in the study. The findings revealed that student facilitators highly valued their IPE facilitation experience, which aligned with their expectations and led to the creation of social networks, increased confidence, improved understanding of other professions, and the development of lifelong skills. Furthermore, the student facilitators demonstrated cognitive and social congruence by establishing a relaxed learning environment, displaying empathetic and supportive behaviors, and using inclusive language to engage IPE learners in group discussions. This study provides a comprehensive understanding of the role of student facilitators in IPE, contributing to the evolving literature on IPE. A conceptual framework was developed to explore the entire facilitation experience, encompassing the motivations and expectations of student facilitators, their engagement and effectiveness, and the observed achievements. These findings can inform the development of peer teaching training in IPE and stimulate further research in identifying relevant facilitator competencies for optimal delivery of IPE.

Peer mentoring experience related to information and communication technologies. A qualitative study

INTRODUCTION

Quality and inclusive education must include Information and Communication Technologies (ICT), which is a growing trend in educational environments since the COVID-19 pandemic. These technologies have transformed learning towards more collaborative and interactive models, but they also pose a barrier due to the lack of skills or knowledge about their use. This circumstance has been identified among some first-year nursing students.

OBJECTIVE

The present study focuses on exploring the perception of students who participated in the experience of peer mentoring to improve adaptation to the use of Information and Communication Technologies.

DESIGN AND METHODS

The study employed a descriptive qualitative approach, relying on in-depth interviews and a focus group conducted with 29 students who participated in the project between 2020 and 2023. Additionally, sociodemographic data and information about Information and Communication Technologies were collected through a self-administered questionnaire.

RESULTS

The findings indicate that mentors exhibited higher competencies than those being mentored, yet the experience was positive and satisfying for both, emerging as an effective strategy to facilitate learning. Another noteworthy result is the performance of younger students in the role of mentors, a fact that contradicts similar experiences.

CONCLUSION

In conclusion, peer mentoring emerges as a valid strategy for acquiring digital competencies and Information and Communication Technologies among first-year nursing students, fostering more inclusive learning environments.

Construction of knowledge sharing network indicator system for medication therapy management service training teams based on social network analysis

BACKGROUND

Based on the perspective of social network theory, this study explored the network indicator system that facilitated optimal knowledge sharing effect in Medication Therapy Management Services (MTMS) training teams. The aim was to provide a reference for optimizing MTMS training and improving training quality.

METHODS

Utilizing social network analysis combined with a questionnaire survey, a knowledge sharing matrix for MTMS training teams was constructed. Knowledge sharing behavior was assessed from three perspectives: individual networks, whole networks, and cohesive subgroups.

RESULTS

Individual network analysis showed that the knowledge sharing effect within the training team reached its peak when the out-degree centrality was ≥ 3.5, in-degree centrality was ≥ 2.5, eigenvector centrality was ≥ 0.065, and closeness centrality was ≥ 7.86. Whole network analysis indicated that the optimal knowledge sharing effect occurred when the network density of the training team was higher than 0.0343 and the training size was less than 117 participants. Cohesion subgroups analysis demonstrated that knowledge sharing was more effective when members with similar working years participated in training together.

CONCLUSIONS

The knowledge sharing indicator system developed for MTMS training teams, based on social network analysis, can assist in optimizing the MTMS training model and improving training effectiveness.

Intimidating Attendings: The Importance of Near-Peer Mentorship During Third-Year Surgical Clerkship

INTRODUCTION

Near-peer instruction has grown in popularity in medical education; however, limited data exist to support its effectiveness. This study investigates the perceptions of near-peer style instruction in third-y medical students undergoing a surgical clinical clerkship. We hypothesized that near-peer instruction would provide a beneficial educational experience to third-y medical students during their surgical clinical clerkship.

METHODS

The authors anonymously surveyed third-y medical students undergoing their clinical clerkship in surgery on their perception of the near-peer instruction and mentorship they received from fourth-y medical students at the beginning of the clerkship. Near-peer instruction included teaching suturing techniques, surgical procedures and anatomy, operating room literacy, and sharing anecdotal experiences. Surveys were distributed 24 h after receiving the formal instruction.

RESULTS

A total of 85 students completed the survey (78% response rate). Students reported a similar or increase in value of learning from near-peer mentors compared to attending physicians (less valuable: 1.2%; just as valuable: 52.9%; more valuable: 45.9%). The majority of students indicated they would like to experience more near-peer style instruction in medical school as demonstrated in surgical clerkship training (absolutely no: 0%; probably not: 0%; on the fence: 4.7%; probably yes: 25.9%; absolutely yes: 69.4%). After experiencing near-peer instruction and mentoring, students were more interested in becoming near-peer mentors (less interested: 1.2%; just as interested: 29.4%; more interested: 69.4%).

CONCLUSIONS

Students appreciate and desire near-peer instruction, seeing it as an effective learning method. Mentees undergoing near-peer style instruction have an increased interest in becoming near-peer mentors.

Students' Perception of Peer- Students Mentoring Program "Big Sibling Mentoring Program" to Complement Faculty Mentoring of First-Year Medical Students in Saudi Arabia

Background

The Big Sibling Program is an innovative peer student mentoring method that was designed and implemented by the students' council in 2021 to complement the faculty mentoring program of first-year medical students in the College of Medicine, King Saud University, Saudi Arabia. The aim of the study was to evaluate the medical students' perception of the peer students "Big Sibling" mentoring program and to assess the effectiveness of the program in terms of changes in the behavior and academic performance of the students.

Methods

This is a retrospective study that was conducted in 2021. A registration form that includes demographic data, personal information, and academic performance (GPA and extracurricular achievements) was sent to all second- and third-year medical students to select the Big Siblings. A total of 49 mentors "Big Siblings" were accepted (30 males, 19 females) and matched randomly with the little siblings from first-year medical students. A written consent was obtained from the participants. The survey was structured on a 5-point Likert scale, and composed of four sections of closed-ended questions, that includes: the demographic data, the students' (little sibling) evaluation of the mentorship sessions, the little sibling perception of the Big Sibling Program and its effectiveness of the Big Sibling Program in terms of behavioral or quality effects.

Results

Out of 297 first-year medical students, 284 (95.62%) responded. The majority significantly agreed that the Big Sibling was readily available and they personally benefitted from the relationship (94.36%, p<0.001; 90.14%, p<0.001). They significantly disagreed that the relationship requires too much time (72.54%, p<0.001) or that they do not need a mentor (78.87%, p<0.001). Most significantly agreed that mentoring is a good idea (94.37%, p<0.001), the program helped reduce their stress (84.51%, p<0.001), helped them adjust to college (89.44%, p<0.001), and advance academically (78.52%, p<0.001). The program also encouraged their involvement in extracurricular activities (58.10%, p<0.0001), research (43.31%, p<0.001), and social engagement with peers (71.48%, p<0.001). Moreover, the majority thought the program significantly improved their self-confidence (73.94%, p<0.001), self-awareness (84.51%), accountability (54.51%), leadership (54.93%), resilience (71.13%), punctuality (69.01%, p<0.001), time management (75.70%), stress coping (77.82%), problem-solving (76.76%), and teamwork (75.35%).

Conclusion

Peer students' big Siblings program has succeeded in reducing first-year medical students stress levels, improving their self-confidence, self-awareness, accountability and responsibility, leadership, resilience, punctuality and engaging them in research and extracurricular activities.

Mise en Œuvre des Programmes de Mentorat en Milieu Académique : Focus sur la Faculté de Médecine de Tunis

In order to improve the learning outcomes, skills, sense of belonging and well-being of their students, faculties around the world have chosen to implement mentoring programs for their learners. Given the complexity of implementing this approach, our objectives in this review are, on the one hand, to discuss and support the principles and recommendations of a mentoring project in an academic setting and, on the other hand, to present the vision of the Faculty of Medicine of Tunis regarding this mentoring approach.

Mentorship Interventions in Postgraduate Medical and STEM Settings: A Scoping Review

BACKGROUND

Mentorship is critical to success in postgraduate science, technology, engineering, math, and medicine (STEMM) settings. As such, the purpose of this study is to comprehensively explore the state of mentorship interventions in postgraduate STEMM settings to identify novel practices and future research directions. The selection criteria for reviewed articles included: 1) published between 2002 and 2022, 2) peer-reviewed, 3) in English, 4) postgraduate mentees, 5) a program where mentorship is a significant, explicit focus, and 6) a description of mentee outcomes related to the mentorship intervention. Overall, 2583 articles were screened, and 109 articles were reviewed.

RESULTS

Most postgraduate STEMM mentorship intervention studies lack strong evidence to evaluate the effectiveness of the intervention, with only 5.5% of articles designed as randomized controlled trials. Most mentorship interventions (45.6%) were created for faculty, and few (4%) were for postdoctoral researchers. Also, only 18.8% of interventions focused on underrepresented groups in STEMM. Most interventions (53.7%) prescribed a dyadic structure, and there was more mentorship training for mentors than mentees.

CONCLUSION

Overall, these findings identify gaps in mentorship interventions and provide step-by-step guidance for future interventions, including a consideration for underrepresented groups and postdoctoral scholars, robust mentorship training, and more randomized controlled trials.

On-site peer mentorship's effect on personal and professional development, stress reduction, and ease of transition into the medical education system

CONTEXT

Mentorship aids in the transition into the medical education system, which is a demanding and stressful time for learners. The development of new medical schools to offset the physician shortage has posed a challenge in that the inaugural class of students lacks an upperclassman cohort as a resource for advice and mentorship. Mentorship has proven to have positive impacts on three domains: personal and professional development (PPD), stress reduction (SR), and ease of transition (ET) into medical school.

OBJECTIVES

The purpose of this study was to identify sources of mentorship within the medical education system and compare the subjective growth of the inaugural and second classes of a newly established medical school in the three domains.

METHODS

The inaugural and second classes at a newly established medical school completed an Institutional Review Board (IRB)-approved anonymous survey with questions pertaining to unidentifiable demographics, sources of mentorship, and a five-point Likert scale assessing characteristics related to the three domains.

RESULTS

Twenty-three students responded to the survey. The second class (n=9) rated their growth higher in all three domains compared to the inaugural class (n=14). The inaugural class utilized the faculty mentor the most (11/14, 78.6 %). The second class utilized the on-site peer mentor the most (9/9, 100 %). Qualitative data analysis led to the emergence of three themes: (1) students utilizing their faculty mentor had the greatest growth in PPD and ET; (2) students utilizing on-site peer mentorship reporting the greatest growth in SR; and (3) informal peer mentorship utilization correlating with less growth in the three domains.

CONCLUSIONS

Our study demonstrates the profound impact that mentorship has on growth in the three domains regardless of the type of mentorship utilized. The benefits, specifically with regard to SR, of an on-site peer mentorship program may not have been satisfied by other sources of mentorship.

When medical students are autonomously motivated to mentor: a pilot study on confidence in clinical teaching and psychological well-being

Introduction

Near peer mentorship (NPM) programs can help support medical students' well-being. Most studies, however, have not accounted for students' underlying motives to mentor, nor focused on clinical skills development and teaching. These limitations represent opportunities to better understand what motivates medical student mentors, and how to support their autonomous motivation, clinical development, and well-being.

Methods

Informed by self-determination theory (SDT), we collected data from a group of medical student mentors involved in a NPM program at the University of Saskatchewan called PULSE. We then used correlation and regression to assess the relationship between students' autonomous motivation towards mentoring, perceived competence in teaching the clinical material, and psychological well-being.

Results

In line with our hypotheses, autonomous motivation towards mentoring (identified motivation in particular) was associated with higher perceived competence in clinical teaching, which in turn was associated with greater psychological well-being.

Conclusions

Why medical students choose to mentor in NPM programs appears to have important implications for their clinical confidence and overall well-being. Findings are discussed in terms of designing NPM programs that support student growth and wellness in Canadian medical education.

Towards an empathic hidden curriculum in medical school: A roadmap

The "hidden curriculum" in medical school includes a stressful work environment, un-empathic role models, and prioritisation of biomedical knowledge. It can provoke anxiety and cause medical students to adapt by becoming cynical, distanced and less empathic. Lower empathy, in turn, has been shown to harm patients as well as practitioners. Fortunately, evidence-based interventions can counteract the empathy dampening effects of the hidden curriculum. These include early exposure to real patients, providing students with real-world experiences, training role models, assessing empathy training, increasing the focus on the biopsychosocial model of disease, and enhanced wellbeing education. Here, we provide an overview of these interventions. Taken together, they can bring about an "empathic hidden curriculum" which can reverse the decline in medical student empathy.

Peer mentoring in pharmacy programs: Recommendations for implementation based on a review of available literature

BACKGROUND

Stress experienced by pharmacy students is on the rise and is negatively impacting student success. Pharmacy accreditation standards encourage schools to promote student success and well-being. Peer to peer student support is a largely under-investigated strategy to address this. The objective of this manuscript is to conduct a literature review on the development of peer mentoring programs for pharmacy students and describe best practices for successful implementation into pharmacy programs.

METHODS

This literature review identified studies using major databases, including PubMed, Embase, International Pharmaceutical Abstracts, and Education Resources Information Center. Search terms included [(peer mentor*) AND pharmacy]. Any study that involved peer assessment, peer tutoring, or peer learning within a course, faculty mentors only, non-pharmacy students, and/or did not implement a mentor-mentee relationship, was excluded.

RESULTS

Three studies met the criteria for inclusion. Mentorship programs varied with regard to duration, mentor recruitment, participant incentives, and overall structure. Various methods of analyses were employed. Despite major differences between the included studies, three themes were identified regarding development of peer mentoring programs: participation, support, and pairing. Active engagement led to higher perceived benefit and both mentors and mentees found the programs beneficial, agreed to recommend the programs to others, and provided positive feedback.

IMPLICATIONS

Successful mentoring programs should aim to incorporate the following characteristics to some degree: mandatory participation by mentor and mentee as well as support for mentors with training and faculty oversight. Peer mentoring programs have a positive impact on participants. More studies are needed to assess the effects of peer mentoring in pharmacy programs. This is the first known review of peer mentoring within pharmacy programs and identifies a gap in knowledge in this area. There is a paucity of data surrounding peer mentoring in pharmacy and its potential value as a tool to improve student well-being.

Perceptions of Medical Students on the Transition to and Impact of Online Learning During the COVID-19 Pandemic: A Qualitative Study

Background The coronavirus disease 2019 (COVID-19) pandemic necessitated a swift transition to online learning within medical education, disrupting traditional methods of teaching and learning. Objective This study aims to investigate the perceptions of medical students regarding the sudden shift to online learning during the COVID-19 pandemic and its impact on their education and personal development as future healthcare professionals. Methods A qualitative grounded theory approach was employed to collect and analyze data from semi-structured interviews with 23 medical students across all stages of their education at a university in Ajman, UAE. Participants were selected using purposive sampling to ensure a diverse representation, and interviews were analyzed to identify emergent themes. Results The thematic analysis revealed multifaceted student experiences, highlighting challenges such as concentration difficulties (reported by students from all years), lack of hands-on experience (particularly for clinical year students), restricted communication with peers and faculty, and diminished interactivity leading to heightened stress levels and decreased motivation. The positive outcomes included increased independence as learners, improved time management, and the opportunity for flexible schedules. Additionally, students suggested future improvements like the continued recording of lectures, more frequent online quizzes, and the augmentation of session interactivity. Conclusions Medical students faced significant challenges with the transition to online learning, which prompted an evolution in their learning approaches, underscoring the need for a more blended educational model that combines the strengths of traditional and online methods. The recommendations derived from this study could inform about future educational strategies to better support medical students in similar situations.

Development and implementation of digital peer mentoring in small groups for first-year medical students

Introduction

Mentoring has become an important educational strategy in medical training. Peer mentoring (PM) can enhance student experience and support transition to higher education. This article documents the implementation of an online peer mentoring program for first year medical students at a newly founded medical school in Germany during the COVID-19 pandemic and its development into in-person PM.

Project description

We developed the program in close collaboration between students and teachers. Students were invited to apply as peer mentors via email; they received instructions and reflected on their role and experiences in meetings before, during and after the semester. One or more peer mentors were assigned randomly to a student group. We evaluated the program with an online survey inspired by the "Modified Mentorship Effectiveness Scale". After successful piloting PM was implemented into the core curriculum.

Results

In 2020 we assigned 17 peer mentors to 14 groups of 6-7 students. Groups met 3 or more times via Zoom®. Overall satisfaction was high. Both student groups reported benefits for their personal and professional identity formation. Atmosphere in online meetings was excellent. Most important topics were exams/learning strategies. In 2021 meetings were held in person. Overall satisfaction, perceived benefits and learning atmosphere were again rated very positively. Most students preferred many-to-many PM and random matching.

Conclusion

The implementation of PM was successful and beneficial for the participating students. PM can help first-year medical students reduce anxiety, improve self-organization and orientation at university. It fosters identity formation and has positive effects on peer mentees as well as on peer mentors.

Exploring challenges and perceptions in the learning environment: an online qualitative study of medical students

BACKGROUND

The teaching and learning environment (TLE) in medical schools is critical for shaping the outcomes and competencies of graduates. Research on TLE has highlighted its influence on student learning approaches and outcomes, yet gaps remain, particularly in qualitative insights, especially in Saudi Arabian contexts. This study aims to explore the students' experiences and perceptions of the TLE in a new medical college.

METHODS

This qualitative study consisted of a total of five focus group discussions (3consequtive sessions for male group and two for female group) conducted virtually using the Zoom videoconferencing application. All the discussion sessions took place during a lockdown because of the COVID-19 pandemic between December 2020 and February 2021. Each session lasted for 45-60 min. Each group was formed of 4-5 students from different academic levels in the Majmaah medical school, which was established 10 years ago and is located in a small city. After "verbatim transcription" of the sessions was made, a framework thematic analysis of the data was performed using the NVivo software.

RESULTS

The study results revealed that various elements, such as educational content, faculty roles, and personal factors, collectively influenced the students' educational experiences. The students valued educational relevance and autonomous decision-making. The multifunctional role of faculty as mentors, evaluators, and resource providers was considered essential in enhancing academic experiences. Additionally, there was an evident need to improve the physical learning environment and facilities to adapt to emerging educational needs. These results align with existing literature, emphasizing the integration of theory and practice and the significant impact of faculty roles in academic experiences.

CONCLUSION

The findings suggest that medical colleges should involve students more in decision-making related to their education and ensure the practical relevance of the educational content. Establishing open communication channels between students and faculty who act as mentors and evaluators is also essential. Furthermore, enhancing supportive infrastructures, such as mental health and financial services, and promoting extracurricular activities are crucial for fostering a more effective and nurturing learning environment.

By Medical Students, for Medical Students: A Narrative Medicine Antiracism Program

Objectives

Medical schools have sought to incorporate concepts of race and racism in their curricula to facilitate students' abilities to grapple with healthcare disparities in the United States; however, these efforts frequently fail to address implicit bias or equip students with cultural humility, reflective capacity, and interpersonal skills required to navigate racialized systems in healthcare. The purpose of this study was to develop and evaluate an antiracism narrative medicine (NM) program designed by and for preclinical medical students.

Method

Preclinical medical students at a single center were eligible to participate from June-July 2021. Program evaluation included a postprogram qualitative interview and electronic survey. The semistructured interview included questions about program experience, lessons learned, and perspectives on antiracism curricula in medical education. Interviews were qualitatively analyzed using open and axial coding. Survey data were analyzed with descriptive statistics.

Results

A total of 30 students registered. All (100%) respondents reported "somewhat true" or "very true" in the postprogram survey when asked about their ability to reflect on their own racial identity, racial identity of others, and influence of their racial identity on their future role as a healthcare worker through the program. Qualitative analysis revealed 3 themes: (1) curricular engagement; (2) racism and antiracism in medicine; and (3) group experience. Subthemes included: meaningful theoretical content; multimodal works and unique perspectives; race, identity, and intersectionality; deeper diversity, equity, and inclusion engagement; reconstructive visions; future oriented work; close reading and writing build confidence in discomfort; community and support system; and authentic space among peer learners.

Conclusion

This virtual, peer-facilitated antiracism NM program provided an engaging and challenging experience for participants. Postprogram interviews revealed the program deepened students' understanding of racism, promoted self-reflection and community building, and propagated reconstructive visions for continuing antiracism work.

Impact of Clinical Anatomy Peer Mentorship Program on Student Leaders: A Mixed-Methods Study

INTRODUCTION

Clinical Anatomy Mentorship Program (CAMP) was developed as a student-led approach to providing hands-on surgical experience and mentorship to third-year medical students during their surgery clerkship at an academic institution. Fourth-year medical students were selected to lead these educational events, teaching underclassmen surgical curriculum and skills in a near-peer method of clinical teaching.

METHODS

A focus group and survey were administered to the fourth-year medical students who served as CAMP leaders from fall 2021 to spring 2022 to assess how their leadership role impacted their personal and professional development.

RESULTS

A 10-question survey was administered to 19 students, with 14 responding, for a response rate of 74%. Serving as a mentor facilitated the development of students' professional interests, including increased interest in future teaching roles (93%) and leadership positions (86%), particularly as surgical clerkship director (70%) and program director (90%). All students reported that their involvement in CAMP increased their confidence in teaching and surgical knowledge, and 86% reported improved surgical skills. A subset analysis of seven CAMP leaders via the focus group demonstrated several reported benefits to serving as a peer mentor in CAMP, including increased interaction with peers, improved sense of comradery and support, more authentic peer-mentorship connections, and increased confidence and perceived preparedness for surgical residency.

CONCLUSIONS

The confidence, leadership, and improved surgical knowledge and skills obtained through the CAMP leadership role led to improved personal and professional development of student leaders.

Effect of mentorship and a mHealth application in updating provider skills and knowledge in maternal and newborn care in two informal settlements of Nairobi

BACKGROUND

Children and women in urban informal settlements have fewer choices to access quality maternal and newborn health care. Many facilities serving these communities are under-resourced and staffed by fewer providers with limited access to skills updates. We sought to increase provider capacity by equipping them with skills to provide general and emergency obstetric and newborn care in 24 facilities serving two informal settlements in Nairobi. We present evidence of the combined effect of mentorship using facility-based mentors who demonstrate skills, support skills drills training, and provide practical feedback to mentees and a self-guided online learning platform with easily accessible EmONC information on providers' smart phones.

METHODS

We used mixed methods research with before and after cross-sectional provider surveys conducted at baseline and end line. During end line, 18 in-depth interviews were conducted with mentors and mentees who were exposed, and providers not exposed to the intervention to explore effectiveness and experience of the intervention on quality maternal health services.

RESULTS

Results illustrated marked improvement from ability to identify antepartum hemorrhage (APH), postpartum hemorrhage (PPH), manage retained placenta, ability to identify and manage obstructed labour, Pre-Eclampsia and Eclampsia (PE/E), puerperal sepsis, and actions taken to manage conditions when they present. Overall, out of 95 elements examined there were statistically significant improvements of both individual scores and overall scores from 29/95 at baseline (30.5%) to 44.3/95 (46.6%) during end line representing a 16- percentage point increase (p > 0.001). These improvements were evident in public health facilities representing a 17.3% point increase (from 30.9% at baseline to 48.2% at end line, p > 0.001). Similarly, providers working in private facilities exhibited a 15.8% point increase in knowledge from 29.7% at baseline to 45.5% at end line (p = 0.0001).

CONCLUSION

This study adds to the literature on building capacity of providers delivering Maternal and Newborn Health (MNH) services to women in informal settlements. The complex challenges of delivering MNH services in informal urban settings where communities have limited access require a comprehensive approach including ensuring access to supplies and basic equipment. Nevertheless, the combined effects of the self-guided online platform and mentorship reinforces EmONC knowledge and skills. This combined approach is more likely to improve provider competency, and skills as well as improving maternal and newborn health outcomes.

Unlocking the transformative power of mentoring for youth development in communities, schools, and talent domains

Mentoring is a highly individualized educational measure that can support youth development in communities, schools, and talent domains. Depending on the target population, goals, structure, and medium, mentoring for youths can differ considerably. This article first reviews the main types of mentoring programs and practices for youth development in communities, schools, and talent domains. Despite the popularity of mentoring programs, many programs fail to realize the full potential of mentoring as meta-analyses consistently show relatively small effects of mentoring. The discrepancy between the potential and actual effect of mentoring is referred to as the mentoring paradox. Crucial aspects that are held responsible for the mentoring paradox, such as adequate planning and implementation of mentoring programs, adherence to research-based mentoring practices, as well as quality assurance of mentoring programs through systematic program research and evaluation are described. Finally, implications on how to professionalize mentoring are provided for different stakeholders.

A Hands-On Surgical Event to Improve Medical Student Operating Room Confidence

INTRODUCTION

The negative perceptions and lack of exposure to surgery and the operating room (OR) have been known to divert students away from surgical specialties. This study describes the impact of a surgical subspecialty exposure event (OR Essentials), combined with surgical faculty and M4 mentorship on preclinical medical students' confidence at an academic medical center.

METHODS

OR essentials event teaches surgical skills to preclinical medical students through hands-on skill-based workshops in a simulated OR setting. Pre and postevaluations were administered to measure program impact.

RESULTS

One hundred four preclinical medical students participated. Following OR essentials, students reported a significant increase in confidence in the OR (P < 0.0001) and in basic surgical skills (P < 0.0001).

CONCLUSIONS

Early surgical exposure events like OR essentials provide opportunities to improve medical student confidence in the OR, which will hopefully support recruitment of future surgeons.

Alfaisal University's Academic Success Center: An Individualized Peer-Assisted Learning Program for Mutual Tutor-Student Advancement

INTRODUCTION

Peer-assisted learning (PAL) is an educational strategy whereby students teach other students. PAL presents many advantages to the institution, tutors, and tutees. It can benefit the university by presenting a cost-effective approach where the efforts and time of faculty are reduced. We describe a retrospective analysis detailing the structure, function, and effectiveness of the Academic Success Center (ASC) at Alfaisal University, Riyadh, Saudi Arabia, since 2020. The ASC encompasses various types of PAL methods. It is the only PAL program in Saudi Arabia whereby its tutors, referred to as student consultants, are compensated financially.

METHODS

We retrospectively analyzed the total number of appointments, the total number of students who accessed the center, as well as the breakdown between different colleges and academic years, and their satisfaction level with the PAL mode of teaching.

RESULTS

Our results indicate a high level of appointments for these PAL sessions increasing on a yearly basis and a high level of satisfaction from both the tutors and the tutees.

CONCLUSION

PAL is an effective teaching and mentoring modality with high retention rates that has contributed to an increased sense of well-being among students who have utilized these services.

The Knowledge Gap: Mentorship in Emergency Medicine Residency

STUDY OBJECTIVE

Studies of mentorship in emergency medicine show that mentored residents are twice as likely to describe their career preparation as excellent as compared to nonmentored peers. There has been significant interest in the mentor-mentee relationship in medicine; however, there is minimal guidance and published literature specific to emergency medicine residents.

METHODS

In this narrative review, we described the emergency medicine mentor-mentee relationship, discussed alternatives to the traditional dyadic model, and highlighted current barriers to effective mentorship. We conducted a structured literature review to identify relevant published articles regarding the mentoring of emergency medicine residents. Additional studies from general mentoring literature were included based on relevancy.

RESULTS

We identified 39 studies in emergency medicine literature based on our search criteria. Additional studies from general medicine literature were included based on relevancy to this review. Based on the limited available literature, we recommend maximizing the resident mentoring relationship by developing formal mentoring programs, supporting the advancement of women and underrepresented minority mentors, and moving toward team mentoring, including peer, near-peer, and collaborative mentorship. The development of a mentoring network is a logical strategy for residents to work with a diverse group of individuals to maximize benefits in multiple areas.

CONCLUSION

Alternative approaches to the traditional and hierarchal dyadic mentoring style (eg, team mentoring) are effective methods that residencies may promote to increase effective mentoring. Future efforts in mentoring emergency medicine residents emphasize these strategies, which are increasingly beneficial given the constraints and use of technology highlighted by the COVID-19 pandemic.

Racial and Gender Differences in Medical Student Burnout: A 2021 National Survey

OBJECTIVE

To measure racial and gender differences in medical student burnout and identify possible contributing factors.

PATIENTS AND METHODS

Electronic surveys were distributed to medical students at 9 US medical schools from December 27, 2020, through January 17, 2021. Questions covered demographic characteristics, stressors contributing to burnout, and the 2-item Maslach Burnout Inventory.

RESULTS

Of 5500 invited students, 1178 (21%) responded (mean age, 25.3 years; 61% identified as female). Fifty-seven percent of respondents identified as White, 26% as Asian, and 5% as Black. Overall, 75.6% of students met the criteria for burnout. Women reported more burnout (78% vs 72%; P=.049). There were no differences in burnout prevalence by race. Students commonly reported that lack of sleep (42%), decreased engagement in hobbies or self-care (41%), stress about grades (37%), feeling socially disconnected (36%), and lack of exercise (35%) contributed to burnout. Compared with students of other races, Black students reported that their feelings of burnout were affected significantly more by lack of sleep and poor diet, and Asian students more by stress about grades, residency, and publishing pressure (all P<.05). Female students were more affected than male students by stress about grades, poor diet, and feelings of social disconnectedness and inadequacy (all P<.05).

CONCLUSION

Burnout (75.6%) was higher than historical norms, and female students reported higher burnout than male students. There was no difference in burnout prevalence by race. There were racial and gender differences in self-identified contributors of burnout. Additional research is needed to confirm whether stressors were contributors to or consequences of burnout, as well as how to address them.

Barriers to Accessing Mental Health Support Services in Undergraduate Medical Training: A Multicenter, Qualitative Study

PURPOSE

Medical students report higher levels of burnout, anxiety, and depression compared with age-matched peers. These mental health challenges have been linked to reduced workplace productivity, empathy, and professionalism. Yet, students experiencing mental health issues often decide not to access mental health resources, citing limited time and concerns about confidentiality, stigma, and the cost of private therapy. This study aimed to provide a framework for understanding barriers medical students face regarding access to mental health resources.

METHOD

A constructivist grounded theory approach was employed, with 24 students from 6 medical schools in Ontario, Canada, participating in semistructured telephone interviews between May 2019 and February 2020. Participants were purposively sampled to capture a broad range of experiences, institutional contexts, and training levels. The authors then developed a framework to conceptualize the barriers that medical students face while accessing mental health resources.

RESULTS

The information obtained from the interviews revealed that the barriers were both overt and covert. Overt barriers were primarily administrative challenges, including restrictive leave of absence policies and sick days, mandatory reporting of extended sick leave time during the residency selection process, time-restricted academic and clinical schedules, and difficulty in accessing mental health supports during distance education. Covert barriers to accessing mental health supports included a medical culture not conducive to mental health, felt stigma (i.e., fear of stigma and being labeled as weak), and the hidden curriculum (i.e., the unofficial or unintended rules and mannerisms propagated within medical education systems).

CONCLUSIONS

Better understanding the overt and covert barriers that medical students to face while accessing mental health supports may help guide and inspire new advocacy efforts to enhance medical student well-being.

Teaching students to mentor: Near-peer mentoring in undergraduate medical radiation science education

Mentoring is emphasised as a professional requirement by national bodies which administer the registration of new graduate medical radiation professionals. 'Near-peer' mentoring, where the mentor and mentee are similar in social or professional status, has the potential to develop necessary mentoring skills and attitudes in the undergraduate setting. This is in addition to the positive benefits experienced by the mentee, who is beginning to navigate the university environment. In this educational perspective, the concept and value of near-peer mentorship within undergraduate medical radiation curriculum is discussed. Based on the literature, recommendations and strategies are described for educators looking to implement near-peer mentoring programs within their universities or healthcare institutions.

Enhancing medical students` confidence and performance in integrated structured clinical examinations (ISCE) through a novel near-peer, mixed model approach during the COVID-19 pandemic

BACKGROUND

Near-peer medical education serves as an important method of delivering education to junior students by senior students. Due to the reduced clinical exposure because of the COVID-19 pandemic, we developed a mentorship scheme to help medical students with their Integrated Structured Clinical Examinations (ISCEs) by providing a combination of near-peer mentorship together with lecture-based teaching on a weekly basis for a 12-week period. Students attended a specialty-focused lecture every Tuesday followed by a small group teaching session organised by their tutor.

METHODS

A longitudinal evaluative interventional study was undertaken by the international student led medical education organisation, OSCEazy. The teaching programme was organised and conducted by third year medical students to a recruited cohort of second year medical students. Students' perceptions of ISCEs (confidence, anxiety, and overall performance) were evaluated using 5-point Likert scales while their knowledge of the specialty was assessed using 10 single best answer questions which were distributed via Google® forms at the start and end of each week. In addition, we assessed tutor perceptions of their teaching and learning experience.

RESULTS

Seventy-two tutees were enrolled in the programme (mean age: 24.4, female: 77.8%). 88.9% of the participants had not attended any online ISCE teaching prior to this. They preferred in-person ISCE teaching as compared to virtual sessions [median 4.5 (IQR 4-5) vs 3 (IQR 3-4), p <  0.0001), respectively]. There was a significant overall increase in knowledge when comparing pre-session and post-session performance [mean 53.7% vs 70.7%, p <  0.0001)]. There was a significant increase in student confidence [Confidence: median 3 (IQR:3-4) vs 4 (IQR 3-4), p <  0.0001] while no change was seen in the anxiety and perception of their overall performance in an ISCE. [Anxiety: median 3 (IQR 2-4) vs 3 (IQR 3-4), p = 0.37, Performance: median 3 (IQR 3-4) vs median 3 (IQR 3-4), p <  0.0001]. The tutors reported an increase in their confidence in teaching ISCEs online [median 3 (IQR 2-3.25) vs median 4 (IQR 4-5), p <  0.0001)].

CONCLUSION

Online near-peer teaching increases the confidence of both tutees and tutors involved while enhancing the tutees' knowledge of the specialty. Thus, medical schools should incorporate near-peer teaching in their curriculum to enhance the student learning experience.

Medical Students and the Impostor Phenomenon: A Coexistence Precipitated and Perpetuated by the Educational Environment?

People who experience the impostor phenomenon have intense thoughts of fraudulence regarding their intellect or professional activities. This perception of illegitimacy leads sufferers to believe that success in their lives is attributable to some form of error. Despite the phenomenon having been thoroughly researched in a plethora of professional and educational environments, there remains a relative lack of insight into the impostor phenomenon amongst medical students. This research aimed to better understand the relationship between medical students and the impostor phenomenon, and subsequently to investigate whether their coexistence is precipitated and perpetuated by the educational environment. A cross-sectional study of medical students was conducted using a pragmatist approach, integrating quantitative and qualitative data, via a questionnaire, focus groups and interviews. The main quantitative measure used was the validated Clance Impostor Phenomenon Scale (CIPS), where higher scores indicate more marked impostor experiences. A total of 191 questionnaire responses were received, and 19 students attended a focus group or interview. The average CIPS score for the cohort was 65.81 ± 13.72, indicating that the average student had "frequent" impostor experiences. Of note, 65.4% of students were classed as having "clinically significant" impostor experiences and females scored 9.15 points higher than males on average (p < 0.0001). Examination rankings were frequently cited as a major contributing factor to students' impostor feelings, and data revealed an increase of 1.12 points per decile that a student drops down the rankings (p < 0.05). Students' quotes were used extensively to underpin the quantitative data presented and offer an authentic insight into their experiences. This study provides new insights and contributes to our understanding of the impostor phenomenon amongst medical students, and eight recommendations for practice are presented, which are intended to provide medical schools with opportunities for pedagogical innovation.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s40670-022-01675-x.

Outcomes of a pilot virtual mentorship program for medical students interested in surgery

BACKGROUND

Lack of mentorship may deter medical students who identify as underrepresented minorities (URM) from entering academic surgery.

METHODS

30 mentor-medical student pairs from the AWS 2020 virtual mentorship pilot-program were surveyed pre-and post-program to explore 1) feasibility of meetings, and, 2) program's perceived efficacy in fostering professional development skills. Participants responded using a 5-point Likert scale (1 = not at all; 5 = completely). Proportions of participants in each category were compared.

RESULTS

Proportion of participants perceiving monthly meetings to be completely feasible did not differ from pre-to post-program surveys for mentees (75%(21/28) vs. 71%(12/17); p = 0.743) or mentors (71%(17/24) vs 71%(13/18); p = 1.00). Compared to pre-program responses, mentees endorsed "completely" (Likert scale 5) improving with regard to their elevator speech (p = 0.001), developing their curriculum vitae (p = 0.003), ability to network (p = 0.021), and acquiring skills for career advancement (p = 0.003).

CONCLUSION

Virtual mentorship may be a feasible and effective means of increasing access to mentors for URM medical students.

Student-Produced Guides alongside First-Year Medical Curriculum: How Peer-Produced Textbooks Change Student Success within Neurology, Cardiopulmonary, and Mixed Systems Courses

OBJECTIVES

In the United States, medical schools do not have a unified curricular plan that integrates basic sciences and organ-based systems in undergraduate medical education. Instead, institutions rely on independently created lecture material during the first-year medical school curriculum. The drawback to this approach is that no commercial or organizational resources cater to this individualized study plan. This study explored whether students who use student-produced "course guides" experience increased first-year success and improved skills.

METHODS

First-year students at an allopathic medical school completed anonymous surveys about their reference guide usage, time management, organization, stress level, and examination scores. Statistical analysis was performed using Spearman's coefficient of correlation and χ² tests. All of the tests were performed with a significance level of α = 0.05 and a 95% confidence interval.

RESULTS

In total, 186 total students received the survey three times immediately after completing each organ system-based course. A total of n = 49 viable responses were received. One-fourth of the respondents used the guides for ≥3 hours/week. Respondents who used the reference guides reported improved time management, organization, self-confidence, and reduced student stress levels during the first year of medical school, but examination scores were unaffected.

CONCLUSIONS

Access to student-produced guides increased confidence in self-rated measures of time management skills, organizational ability, and ability to balance medical course expectations. Because of the small sample size, future work will expand the survey population to increase the power to detect differences in these factors.

Promoting physician-patient language concordance in undergraduate medical education: a peer assisted learning approach

BACKGROUND

Verbal communication plays an important role in the patient-physician relationship. Research shows that language concordance, when a healthcare professional communicates fluently in the patient's preferred language, contributes to patient satisfaction and improves healthcare outcomes. Yet, many medical schools worldwide, including most institutions in the Arab world, use English as the language of instruction. As a result, students lack confidence and feel unprepared to communicate effectively with the local population. This manuscript describes the development, implementation and early perceptions of an Arabic language program for medical students in the United Arab Emirates.

METHODS

In 2020, the learning communities at Khalifa University College of Medicine and Health Sciences launched a pilot program implementing a Peer Assisted Learning (PAL) framework to teach Arabic medical terminology and language to both native and non-native Arabic speaking medical students. A web-based survey was administered to the first two cohorts of students to assess satisfaction with the classes and the program's impact on students' communication skills during clinical encounters.

RESULTS

Early perceptions of the program were very positive, with 43/48 students (89.6%) reporting that they used the information during home visits and clinical rotations, and 42 students (87.5%) admitting that the classes made them feel more comfortable in communicating with the Arabic speaking local patient population.

CONCLUSION

This paper explores a new educational approach to address the challenge of language barriers in healthcare. A feasible, low cost program using peer assisted learning can improve students' comfort in communicating with patients in the local language.

A Review of Mentorship in Urology: Are We Satisfied?

PURPOSE OF REVIEW

To evaluate the state of mentorship in the field of urology.

RECENT FINDINGS

Mentorship has been shown to decrease burnout, increase recruitment of underrepresented minority groups, and have a positive influence on the career trajectory of mentees. Approximately half of surgical residency programs have mentorship programs. The current literature supports the idea that formal mentorship programs are successful based on level 1 satisfaction scores. However, studies are sparse and of low quality. Mentorship program success is rarely objectively measured. Structured mentorship programs appear to be beneficial, but require serious planning, evaluation, and ongoing support without which the programs can fail. Future research should be focused on objective and measurable metrics of success.

Attendance of Near-Peer Tutoring Sessions Improves Academic Performance of First-Year Medical Students

Introduction

Many medical schools have implemented near-peer tutoring (NPT) programs based on the substantial benefits of these programs to both tutors and tutees. This study correlated the frequency of attending weekly NPT sessions to students' academic performance, and also compared performance of high and low attending students.

Methods

Twenty-one weekly NPT sessions were delivered by fourth-year (M4) students to first-year (M1) students. Attendance was recorded, and accordingly students were divided into three groups, high (15-21 sessions), moderate (7-14 sessions), and low (0-6 sessions) attendance groups. Pearson product-moment correlation coefficient was computed to assess the relationship between students' frequency of attendance and their overall performance on overall basic medical sciences at the end of M1 year and M2 mid-year NBME® CBSE. Students' performance was also analyzed using ANCOVA and Bonferroni post hoc test to compare differences between the three attendance groups.

Results

An increase in number of attended NPT weekly sessions corresponds with an increase in students' performance on overall M1 basic sciences weighted average (r(196) = .240, p ≤ 0.001) and the M2 mid-year NBME® CBSE (r(196) = .325, p ≤ 0.001). High attending students performed significantly higher than low attending students on overall M1 weighted average of basic science courses (F(2, 192) = 8.518, p < .001) and M2 mid-year NBME® CBSE (F(2, 192) = 15.494, p < .001).

Conclusion

Attending NPT weekly sessions is a valuable experience that is associated with an improvement in M1 medical students' academic performance. However, low performing students tend to miss attending NPT weekly sessions.

What Makes a Near-Peer Learning and Tutoring Program Effective in Undergraduate Medical Education: a Qualitative Analysis

Peer tutoring can benefit both learners and peer teachers that are distinct from the learning that occurs in expert-guided learning environments. This study sought to evaluate the peer tutoring program at a large public medical school to determine the strengths and weaknesses of a near-peer tutoring program and its benefits beyond students' typical classroom-based learning. This was a survey-based study of learners and tutors participating in the peer tutoring program. Fifty-six learners and 20 tutors participated in the survey; most learners received tutoring in the preclinical phase of the curriculum. Narrative responses were thematically analyzed to identify themes for both groups. Learners' responses about the benefit of the near-peer tutoring program were in three primary categories: creating a safe learning environment, direct coaching skills, and pitfalls around the need for individualized direction. Tutors' responses about what made a successful tutoring relationship centered around crucial activities used to engage with learners, beneficial intrinsic qualities of learners such as motivation, and qualifications of tutors that were most helpful such as knowledge base. Peer tutoring programs should emphasize individualized feedback for learners that focuses on metacognitive, content-based, and socio-emotional support. In doing so, such programs can provide a well-structured approach to improve learner success.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s40670-022-01680-0.

Development and Retention of Early-Career Clinician-Scientists through a Novel Peer Mentorship Program: Multidisciplinary Intensive Care Research Workgroup

Background

Early-career clinician-scientists often leave academic medicine, but strong mentorship can help facilitate retention. Beyond the traditional dyadic mentor-mentee relationship, formal peer mentoring provides a rich means to augment career development and foster independence.

Objective

To describe a model for early-career peer mentorship and the retention of participating early-career clinician-scientists in academic medicine.

Methods

In 2015, a multidisciplinary and interprofessional group of early-career clinician-scientists focused on critical care developed a peer mentoring group at the University of Michigan called the MICReW (Multidisciplinary Intensive Care Research Workgroup). We describe the establishment, sustainability, guiding principles, challenges, and successes of MICReW.

Results

MICReW was established to be a formal, peer-only mentoring group without the direct participation of senior mentors. The purpose of MICReW was to support and promote the research and career development of early-career clinician-scientists by creating an environment that fostered diverse opinions, constructive feedback, and camaraderie. As a group, we wrote a mission statement and defined our guiding principles. Our sustainability, growth, and adaptability (seamlessly transitioning to all virtual meetings) were possible by the continued investment of our peer members. To date, MICReW has had 30 members, of whom 15 are current members and approximately half are women. Nearly all members (n = 29/30) remain in academic positions, and half (n = 15) have been awarded career development awards. Most members also report significant benefits from being a member of MICReW.

Conclusion

The MICReW peer mentorship model is a sustainable and adaptable peer mentoring model whose members continue to be engaged in academic medicine.

Combatting Burnout by Maximizing Medical Student Participation in Exercise Events

Physicians have a higher risk of burnout than many other professions, and burnout is associated with less altruistic professional values, worse patient-doctor relationships, and increased medical errors. Burnout begins in medical school, such that institutions should intervene early to facilitate increased engagement in forms of self-care, including but not limited to exercise. Exercise is negatively associated with burnout, but there is limited research on what motivates students to participate in exercise events and how events could be optimally designed to maximize attendance. Students from nine medical schools across the United States were invited to complete an online survey assessing the effectiveness of various factors at increasing participation in exercise events. Of 5500 invited students, 1182 (21%) responded. Mean age was 25 years, 61% were female, and 38% male. Fifty-seven percent identified as White, 26% Asian, and 5% Black. Students reported financial discounts (56%), having all logistics planned by event organizers (46%), and opportunities to find informal mentors (40%) as most likely to increase participation. To increase student participation in wellness events, institutions should prioritize available funding toward strategies that save students time and money while building community across levels of training and departments.

Near-Peer Teaching in Conjunction with Flipped Classroom to Teach First-Year Medical Students Basic Surgical Skills

BACKGROUND

There is increasing evidence that students are completing medical school with insufficient surgical education. Near-peer tutoring and flipped classroom formatting may be used to enhance learning while simultaneously relieving faculty burden of teaching. Here, we qualitatively evaluate a 3-month course that integrates the use of near-peer teaching and flipped classroom formatting, with the goal of increasing first-year medical students' self-perceived confidence in performing basic sutures and knot-ties as well as interest in surgery.

METHODS

Twenty-one first-year medical students participated in a suturing and knot-tying course led by senior medical students. The course consisted of 2-h sessions held every 2 weeks for a total of five sessions. Students were sent publicly available videos prior to each session by which to learn the upcoming techniques and received live feedback from instructors during sessions. Questionnaires were completed pre-course and post-course.

RESULTS

Compared to pre-course ratings, post-course ratings of self-perceived confidence to perform various knot-ties and sutures all increased significantly (p < 0.05). All students stated that the course strengthened their desire to pursue a career in surgery. Student feedback of the course was overall positive.

CONCLUSIONS

Near-peer teaching can be used in conjunction with flipped classroom to increase first-year medical students' self-perceived confidence in surgical suturing and knot-tying as well as interest in surgery. This curriculum may serve as an outline for student-led courses at other institutions.

Developing a well-received pre-matriculation program: the evolution of MedFIT

Background

The transition to medical school marks a very stressful time for matriculating students. Despite this challenging transition period, intellectually rigorous pre-matriculation programs are not a common component of the curriculum at many medical schools across the country. Students are often not given the opportunity to learn about the high expectations of medical school before being thrown into classes. Thus, more time and attention should be devoted to curricular interventions that target this critical window in medical education.

Methods

MedFIT is a robust, 1.5-week orientation program that introduces matriculating students to the rigors of medical school in a low-stakes environment. This program provides students with a preview of the University of Nevada, Reno School of Medicine (UNR Med) curriculum through hands-on learning sessions in addition to exposing them to extracurricular opportunities and research initiatives. Furthermore, MedFIT connects incoming students with second-year mentors, laying the foundation for longitudinal peer mentorship.

Findings

Qualitative survey feedback from each subsequent class has been increasingly positive, demonstrating MedFIT's effectiveness in improving students' academic and interprofessional transitions into medical school. Despite the program's hybrid format in 2020 due to COVID-19, overall ratings were as positive as the previous year. Additionally, students had decreased rates of remediation, repeated years, and withdrawal, and had better Match outcomes when compared to students who participated in UNR Med's previous orientation program.

Discussion and conclusions

MedFIT remains a well-received, adaptable entity that is continuously modified every year to best supplement student needs and mirror the pre-clinical curricular landscape present at that time.

Supplementary Information

The online version contains supplementary material available at 10.1007/s44217-022-00012-z.

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

PHENOMENON

Classroom studies of peer-led teaching and mentoring report benefits for students both as teachers and learners. Such benefits include both improved content mastery and personal and professional development. While benefits of peer-led teaching in the clinical setting have been well characterized among other health professions, less is known within undergraduate medical education. In this study, we explored medical students' perceptions and experiences relevant to peer teaching and mentoring in outpatient clinical clerkships.

APPROACH

Third-year medical students enrolled in two different longitudinal primary care clerkships, Education Centered Medical Home (ECMH) or Individual Preceptorship (IP), participated in semi-structured interviews in 2018. Students were asked to describe their peer teaching experiences during the clerkship and to reflect on their experiences serving as role models or mentors. We analyzed transcripts utilizing a two-cycle team-based inductive approach.

FINDINGS

Thirty-three students completed interviews. We derived three main themes: (1) diversity of peer teaching and mentoring opportunities, (2) transitioning one's role from learner to teacher, and (3) personal and professional development. While participants from both clerkships participated in peer teaching and mentoring experiences, ECMH students described more opportunities to interact with students across all years of medical school training, noting that "getting that guidance and in turn being able to teach is a valuable experience." ECMH students further perceived the responsibility of creating a comfortable learning environment for others. Students from both clerkships reflected on 'learning through teaching,' that teaching served as a reaffirmation of the knowledge they gained, and that teaching experience contributed to their personal and professional growth.

INSIGHTS

Students perceived their participation in peer teaching and mentoring experiences in the clinical setting as contributing positively to personal and professional development. Students from both clerkships reflected on their teaching and mentoring opportunities as a facilitator of growth in their own teaching skills; ECMH students further described a heightened sense of self-confidence and fulfillment. These findings highlight the importance of creating learning environments that foster peer teaching and mentoring, as such opportunities may lead to further growth as a learner and as a physician.

Medicine in Motion: Addressing Physician Burnout Through Fitness, Philanthropy, and Interdisciplinary Community Building

Physician burnout is a public health crisis. Although recent studies underscore its prevalence, there are few rigorous studies examining its prevention, especially among medical students and residents. Prior interventions have centered on mindfulness techniques and flexible workload scheduling, yielding limited success. However, interventions that combine fitness with philanthropy and community building may be more effective. The purpose of this report is 2-fold: first, to provide a review of physician burnout and potential prevention mechanisms and, second, to present a case study of how Medicine in Motion (MiM) addresses these issues. MiM facilitates various athletic workouts, competitions, and other events for students and professionals in medicine, dentistry, nursing, and physical therapy to support wellness and charitable initiatives. This analysis identifies 4 barriers to physicians and those in the health care profession from participating in wellness activities: (1) insufficient awareness, (2) logistical challenges, (3) lack of purpose, and (4) absence of perceived support. To overcome these barriers, MiM provides a model toolkit for starting a grassroots movement against physician burnout that other health care institutions may emulate. Institutions should provide financial support for these wellness programs. Future research is needed to evaluate these combined exercise, philanthropic, and community building efforts.

It Takes a Village: A Narrative Review of Anesthesiology Mentorship

Mentorships play a critical role in the development of physician careers and should be tailored within a structured, evidence-based mentoring program to ensure mutual benefit and avoidance of pitfalls. We offer a narrative review of the current literature and commentary on mentoring at the medical student, GME trainee, and early career faculty levels within anesthesiology, and propose a framework on which an effective mentoring program can be implemented.

Mentoring in palliative medicine in the time of covid-19: a systematic scoping review : Mentoring programs during COVID-19

INTRODUCTION

The redeployment of mentors and restrictions on in-person face-to-face mentoring meetings during the COVID-19 pandemic has compromised mentoring efforts in Palliative Medicine (PM). Seeking to address these gaps, we evaluate the notion of a combined novice, peer-, near-peer and e-mentoring (CNEP) and interprofessional team-based mentoring (IPT) program.

METHODS

A Systematic Evidence Based Approach (SEBA) guided systematic scoping review was carried out to study accounts of CNEP and IPT from articles published between 1st January 2000 and 28th February 2021. To enhance trustworthiness, concurrent thematic and content analysis of articles identified from structured database search using terms relating to interprofessional, virtual and peer or near-peer mentoring in medical education were employed to bring together the key elements within included articles.

RESULTS

Fifteen thousand one hundred twenty one abstracts were reviewed, 557 full text articles were evaluated, and 92 articles were included. Four themes and categories were identified and combined using the SEBA's Jigsaw and Funnelling Process to reveal 4 domains - characteristics, mentoring stages, assessment methods, and host organizations. These domains suggest that CNEP's structured virtual and near-peer mentoring process complement IPT's accessible and non-hierarchical approach under the oversight of the host organizations to create a robust mentoring program.

CONCLUSION

This systematic scoping review forwards an evidence-based framework to guide a CNEP-IPT program. At the same time, more research into the training and assessment methods of mentors, near peers and mentees, the dynamics of mentoring interactions and the longitudinal support of the mentoring relationships and programs should be carried out.

Trends of Active Learning in Higher Education and Students' Well-Being: A Literature Review

This literature Review had the purpose of inspecting how the use of active learning methodologies in higher education can impact students’ Well-being. Considering the Heads of State meeting at United Nations Headquarters on September 2015, in which the 2030 Agenda for Sustainable Development was adopted by all United Nations Member states, this literature review is limbered to the time period between September 2015 and September 2021. A Previous research focused on reviews was made to support the conceptual framework. The search was done in two databases - Web of Science main collection and Scopus - by two researchers autonomously, using the following search criteria: “higher education AND active learning AND student AND wellness OR well-being OR wellbeing.” The studies section attended the following inclusion criteria: (i) published in peer-reviewed journals; (ii) empirical studies; (iii) written in English, French, Portuguese or Spanish; (iv) open access full text; (v) Higher education context; and (vi) focused on the topic under study. The search provided 10 articles which were submitted to an inductive thematic analysis attending to the purpose of this review, resulting in two themes: (i) students’ well-being during confinement; (ii) methodological solutions for students’ well-being. Data show that the use of active methodologies, as digital technologies, and the incorporation of some practice as physical activity and volunteering seems to benefit students’ well-being, namely in their academic achievement, physical, emotional, and social life, and empower them to the professional future with multi-competencies. Higher education institutions need to understand the value of active learning methodologies in sustained education and promote them in their practices.

Supporting medical students to support peers: a qualitative interview study

BACKGROUND

Students may be the first to recognise and respond to psychological distress in other students. Peer support could overcome medical student reluctance to seek help despite their high rates of mental ill-health. Yet, despite the adoption of peer support programs, there is little evidence of impact on students. Peer support programs may assume that medical students accept and view peer support positively. We explored these assumptions by asking students about their experiences and views on peer support.

METHODS

Qualitative semi-structured interviews exploring peer support experiences and views on peer support were conducted with ten medical students at two contrasting medical schools. Informed by a constructivist stance, interview transcripts underwent thematic analysis.

RESULTS

Three groups of themes were identified: participants' experiences of peer support encounters, concerns about providing support, and views on students' roles in peer support. Participants readily recalled signs of peer distress. Encounters were ad hoc, informal, and occurred within relationships based on friendship or by being co-located in the same classes or placements. Concerns about initiating and offering support included lack of expertise, maintaining confidentiality, stigma from a mental health diagnosis, and unclear role boundaries, with implications for acceptance of student roles in peer support.

CONCLUSIONS

Our study emphasised the centrality of social relationships in enabling or discouraging peer support. Relationships developed during medical studies may anticipate the collegial relationships between medical professionals. Nevertheless, only some students are willing to undertake peer support roles. We suggest different strategies for promoting informal peer support that can be offered by any student, to those promoting formal support roles for selected students. Future research focusing on the impact for both the students who receive, and on the students who provide peer support is called for.

Students' perception of educational environment based on Dundee Ready Education Environment Measure and the role of peer mentoring: a cross-sectional study

OBJECTIVE

The curricular reform at Tehran University of Medical Sciences (TUMS), Iran, has been implemented since 2011 when peer mentoring program started. The program is believed to have a crucial role in students' perception of the educational environment (EE). We aimed to determine how students perceive the educational environment and compared the mentees and non-mentees' perception of EE.

METHODS

A cross-sectional descriptive study was conducted among 190 first-year medical students enrolling at Tehran University of Medical Sciences from March to September 2019. A questionnaire was used to collect information on students' age, gender, marital status, dormitory status, and their mentoring status including satisfaction of mentor-mentee relationship. The study also employed Dundee Ready Education Environment Measure (DREEM). The collected data were then entered and analysed using SPSS version 20. To compare the perception of EE between mentees and non-mentees, we used independent t-test.

RESULTS

The mean (SD) for total DREEM score for EE was 144.1 (19.3), which signifies a more positive than negative educational environment perception. Nonetheless, the mean scores of total DREEM was not significantly different between students with or without mentors (P =0.390). The overall mean score for student perceptions of learning for mentees was 32.47 (4.5) while for those without a mentor, the score was 31.70 (4.9) (P =0.491). The items concerned with "emphasizing factual learning" and "teacher-based teaching" were rated the least. The item "having an appropriate support system" was scored significantly different between students with or without mentors (P =0.009).

CONCLUSIONS

Since having an appropriate support system was significantly different between groups, we suggest curriculum designers focus on the above-mentioned issue under caption for improvement during the reform programs.

Mentoring in the School of Mines and Energy to Cover Student Needs: From the Newly Enrolled to the Near-Graduates

University students face situations throughout their careers that are sometimes difficult to overcome due to their lack of experience or preparation. Mentoring programs in university education have been proven to be a great accompaniment tool to solve these difficulties in addition to helping students’ personal and professional development. Our study aimed to show the complete mentoring process that accompanies students in the most crucial stages of their university education at the School of Mines and Energy of Universidad Politécnica de Madrid. Three stages of interest were identified in which mentoring projects have been implemented through training activities at the Unit of Social Entrepreneurship, Ethics and Values in Engineering (UESEVI). At the beginning of their studies, two welcome actions are offered: Mentor and Monitor projects that provide administrative and academic support; during the development of their studies, the Mentoring with Energy project offers professional tutoring that helps students in their incorporation into the labor market and provides them with tools to select a specialty; and in the last stage, professional accompaniment is provided by the Gray Angels project that helps students to develop their future careers. The activities of UESEVI are a strategy in our School to guarantee the development of soft skills and compliance with quality education processes. The usefulness of these programs can be measured through the participation and interest of the students. A positive evolution of these projects has been observed over the years. They have been growing according to the demand and needs detected in the successive evaluations of the programs.