Near‐peer mentoring in medical school: Support for a group model

Abstract

Artists prepared assignments in collaboration with a team of medical doctors and educators, who also functioned as coaches. Every workshop was concluded with a reflection session. For research purposes, participants were interviewed one-on-one and in small groups, with a focus on learning mechanisms. Reflection sessions and interviews were audio recorded, transcribed and analysed. 3 | WHAT LESSONS WERE LEARNED? Participants felt revived by the open nature of the programme: '[Training to become a doctor] is stressful, so I really like this kind of thing, to go back to basics: what Is it all about?' The programme had an effect of slowing down, which made participants reflect on their experiences in normal practice: 'I don't feel the space or time to take a step back and quietly observe whether I can apply what I learned.' Participants also reported feeling less stressed during the week after a Saturday session.The programme helped to develop a new perspective on medicine and patients. Participants learned that how they have been educated determines the way they look at patients and that they have to zoom out to reflect on their professional role: 'So, what will be our role as doctors? To see, I think, the context and the complete picture.' Arts-based learning can help medical students negotiate the multiple and challenging aspects of becoming a reflective healthcare practitioner. We conclude that participants took a wider perspective into account that made them consider their role and the kind of doctor they want to be. Key design principles for the perspective transformation are creative openness, slowing down, room for affect and a sense of community.

Peer relationships buffer the negative association of online education with education satisfaction and subsequently with study engagement among undergraduate medical students

“…First, they should implement collaborative learning [ 24 ], e.g., use interactive education tools, create breakout rooms during online education, or set up more group assignments. Second, medical schools should also focus on setting up formal peer networks, for instance by implementing near-peer mentor groups [ 52 ], peer-led support programs [ 53 , 54 ], peer support workshops [ 55 ], or virtual peer support group conferences [ 56 ]. Both approaches can stimulate social interactions between students, thus leading to higher satisfaction among students in online learning environments [ 24 ].…”

Online peer-group mentoring: An innovative mentoring program within an Australian professional association

“…Peer-group mentoring models have been used in medical schools (Barrow et al, 2021). A peer-group mentoring approach known as Balint groups has also been used by medical professionals who meet with colleagues to discuss difficult clinical cases from their practice with a focus on the doctor–patient relationship.…”

A Virtual Pilot of a Multispecialty Group Mentoring Program for Underrepresented in Medicine (URiM) Trainees and Faculty

“…In one study, medical students reported group mentoring models fostered more effective mentor-mentee relationships compared to dyad models. 11 Moreover, programs commonly target a specific training level and/or specialty or area of focus, or they focus on the near-peer mentorship experience as mentors. 12 Few examples exist 13 of mentoring programs led by and for URiM physicians that involve a group model of mentoring participants at all levels of training from medical students to faculty.…”