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Research article
Narendra Pamidi
Corresponding Author
ORCiD: https://orcid.org/0000-0002-2563-5585
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This work is licensed under a CC BY 4.0 License. Read Full License
Background PASS is a peer-led structured academic mentoring program designed to provide academic assistance for new students in their transition from college to university studies and also for students struggling in certain units. This study aims to establish acquired skills by peer leaders associated with peer-led mentoring via PASS program, and to explore the role played by these acquired skills in their journey to become a successful doctor.
Methods Study participants were forty selected second-year undergraduate medical students at Monash University Malaysia with commendable examination results. Validated pre-test and post-test questionnaires were administered to explore changes in the level of communication, leadership, professional, and pedagogical skills before and after participation in peer mentoring program. Qualitative analysis of focused group interviews was performed by an independent investigator to identify how the skills developed as a peer mentor may help with becoming a good doctor. Major themes were identified with the thematic-analysis approach.
Results Thirty-eight students completed the pre-test and post-test questionnaires. Peer leaders reported improvement in oral and written skills for teaching; increased confidence to give constructive feedback; better stress management; efficient time management; improved interpersonal skills; and enhanced problem-solving and critical thinking capabilities. Eight major themes were identified from the interview and peer leaders reported positive experience of working in diverse environments and shouldering of responsibilities.
Conclusions Peer-led mentoring provides a good opportunity for medical students to shoulder responsibilities as a leader and offers an of experience of managing a team of their peers and juniors which in turn may enhance their communication, interpersonal, and leadership skills.
Keywords
Peer mentoring, peer teaching, peer to peer teaching, medical student, undergraduate, millennial, cohort study.
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Peer Review Timeline
CURRENT STATUS: Published
View the published article at BMC Medical Education.
No community comments so far
Editorial decision: Accept
On 26 Nov, 2020
Editor assigned
On 23 Nov, 2020
Submission checks complete
On 23 Nov, 2020
Editor invited
On 23 Nov, 2020
No comments provided
Editorial decision: Minor revision
On 09 Nov, 2020
Review #1 received
Received 05 Nov, 2020
Editor assigned
On 02 Nov, 2020
Reviewers invited
Invitations sent on 02 Nov, 2020
Reviewer #1 agreed
On 02 Nov, 2020
Submission checks complete
On 02 Nov, 2020
Editor invited
On 02 Nov, 2020
Version 1
Posted 14 Jul, 2020
No comments provided
Editorial decision: Major revision
On 06 Oct, 2020
Review #2 received
Received 25 Sep, 2020
Reviewer #2 agreed
On 24 Sep, 2020
Review #1 received
Received 03 Aug, 2020
Reviewer #1 agreed
On 24 Jul, 2020
Reviewers invited
Invitations sent on 23 Jul, 2020
Editor assigned
On 10 Jul, 2020
Submission checks complete
On 09 Jul, 2020
Editor invited
On 09 Jul, 2020
First submitted
On 08 Jul, 2020
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
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A new preprint design is coming!
We have improved readability, clarity, accessibility, and opportunities for engagement.
See the published version of this preprint at BMC Medical Education.
This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research article
Narendra Pamidi
Corresponding Author
ORCiD: https://orcid.org/0000-0002-2563-5585
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Published
View the published article at BMC Medical Education.
No community comments so far
Editorial decision: Accept
On 26 Nov, 2020
Editor assigned
On 23 Nov, 2020
Submission checks complete
On 23 Nov, 2020
Editor invited
On 23 Nov, 2020
No comments provided
Editorial decision: Minor revision
On 09 Nov, 2020
Review #1 received
Received 05 Nov, 2020
Editor assigned
On 02 Nov, 2020
Reviewers invited
Invitations sent on 02 Nov, 2020
Reviewer #1 agreed
On 02 Nov, 2020
Submission checks complete
On 02 Nov, 2020
Editor invited
On 02 Nov, 2020
Version 1
Posted 14 Jul, 2020
No comments provided
Editorial decision: Major revision
On 06 Oct, 2020
Review #2 received
Received 25 Sep, 2020
Reviewer #2 agreed
On 24 Sep, 2020
Review #1 received
Received 03 Aug, 2020
Reviewer #1 agreed
On 24 Jul, 2020
Reviewers invited
Invitations sent on 23 Jul, 2020
Editor assigned
On 10 Jul, 2020
Submission checks complete
On 09 Jul, 2020
Editor invited
On 09 Jul, 2020
First submitted
On 08 Jul, 2020
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
License:
This work is licensed under a CC BY 4.0 License. Read Full License
View the published article at BMC Medical Education.
Background PASS is a peer-led structured academic mentoring program designed to provide academic assistance for new students in their transition from college to university studies and also for students struggling in certain units. This study aims to establish acquired skills by peer leaders associated with peer-led mentoring via PASS program, and to explore the role played by these acquired skills in their journey to become a successful doctor.
Methods Study participants were forty selected second-year undergraduate medical students at Monash University Malaysia with commendable examination results. Validated pre-test and post-test questionnaires were administered to explore changes in the level of communication, leadership, professional, and pedagogical skills before and after participation in peer mentoring program. Qualitative analysis of focused group interviews was performed by an independent investigator to identify how the skills developed as a peer mentor may help with becoming a good doctor. Major themes were identified with the thematic-analysis approach.
Results Thirty-eight students completed the pre-test and post-test questionnaires. Peer leaders reported improvement in oral and written skills for teaching; increased confidence to give constructive feedback; better stress management; efficient time management; improved interpersonal skills; and enhanced problem-solving and critical thinking capabilities. Eight major themes were identified from the interview and peer leaders reported positive experience of working in diverse environments and shouldering of responsibilities.
Conclusions Peer-led mentoring provides a good opportunity for medical students to shoulder responsibilities as a leader and offers an of experience of managing a team of their peers and juniors which in turn may enhance their communication, interpersonal, and leadership skills.
This is a list of supplementary files associated with this preprint. Click to download.
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