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

Abstract

BackgroundTransition into higher education has been identified as one of the most stressful periods for learners. Interventions targeting the transition phase such as near- peer mentoring might help address some of these challenges. We were however unable to identify a published systematic review of the literature describing outcomes of near-peer mentoring of medical students during the transition phase into medical school. The aim of this paper is to review the literature and describe the outcomes of near-peer mentoring schemes for first-year medical students in the transition phase.MethodsA search of different electronic databases was carried out, using the search terms peer, buddy, mentor*, counsel*, advise*, tutor*, student, medical, school. 1861 articles were identified, however only 5 studies met the inclusion criteria- primary mentees should be first-years, and mentors must be inclusive of second-years but not limited to them. In reporting this paper, the PRISMA guidelines were followed.ResultsPublished material on near-peer mentoring for medical students is scarce. Three outcomes for peer mentoring were identified- professional and personal development, stress reduction, and ease of transitioning. Incidentally, peer-mentoring was also found to have facilitated the development of personal and professional attitudes in the mentors. The quality of the evaluation methods in the studies was however low to moderate.ConclusionNear-peer-mentoring is a way of promoting professional and personal development. It is also promising to aid transition and maintain well-being of first-year medical students. However, larger, better quality longitudinal studies, are needed to ascertain its true value for these students.

Organising near‐peer teaching programmes for clinical professionals

“…Evidence suggests that near‐peer teaching is a mutually beneficial exercise . In a UK‐based study, medical students involved in near‐peer teaching programmes reported an increase in their confidence in theoretical and clinical skills .…”

“…The authors suggested that positive effects of near‐peer programmes on teaching skills could enhance professional training . Systematic review evidence reports benefits for students in professionalism, academia and affect, and benefits for near‐peer teachers in affect, communication and social skills . These studies are limited by the subjective nature of self‐reported outcome measures and questionnaires, but perhaps together support the idea that near‐peer teaching holds value for all of the parties involved.…”

“…Evidence suggests that near-peer teaching is a mutually beneficial exercise. 10 In a UK-based study, medical students involved in near-peer teaching programmes reported an increase in their confidence in theoretical and clinical skills. 6 A two-centre UK study surveyed near-peer teachers, rather than students: the benefits for them reportedly extended to improved communication skills, increased subject knowledge and employability.…”

Mentoring in medicine

“…Since education in Medicine is primarily experiential the active tutoring of a mentor is necessary and imperative. In order for the mentee to take advantage of a mentor's guidance, he/she should ideally not be assigned to a mentor but rather self‐identify a mentor having the best reputation of knowledge and competence, being enthusiastic for teaching, altruistic and generous with a willingness to share, without prerequisites, personal and professional experiences, acting as an advocate for the mentee …”

“…However, before getting engaged in the mentoring process, in order to achieve the desired educational goals, the mentor should evaluate the knowledge and experience of the mentees, listen carefully to their questions or concerns and modify the teaching process, according to the level and needs of the trainees. It is also equally important that the mentor makes the mentees understand the culture, traditions and art of health science …”