Developing a Peer-Mentor Program for Medical Students

Julie Scott Taylor, Salma Faghri, Nitin Aggarwal, Kimberly Zeller, Richard Dollase, Shmuel P. Reis

Research output: Contribution to journalArticlepeer-review

32 Scopus citations

Abstract

Background: Doctoring is a 2-year preclinical course designed to teach medical students fundamental clinical skills. Purpose: We designed, implemented, and evaluated an innovative and cost-effective peer-mentoring program embedded within Doctoring. Our Teaching Academy (TA) included a formal orientation for teaching "Fellows." Methods: During academic years 2008-09 and 2009-10, 2nd-year students were systematically selected by course faculty and then trained as TA Fellows to peer-mentor 1st-year students. Both TA Fellows and 1st-year medical students completed anonymous written surveys. Results: Peer-mentors reported a significant increase of confidence in their ability to provide feedback (p <.001). First-year students reported a significant increase of confidence in their ability to conduct a medical interview and perform a physical exam (p <.001 for each). Conclusions: Student participation in a formal peer-mentor program embedded within a clinical skills course significantly increased, for both teachers and learners, confidence in their skills. Our program is easily transferrable to other courses and institutions.

Original languageAmerican English
Pages (from-to)97-102
Number of pages6
JournalTeaching and Learning in Medicine
Volume25
Issue number1
DOIs
StatePublished - Jan 2013
Externally publishedYes

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