“Resident Managed Peer-Mentoring Program”: A Novel Way to Engage Medical Students and Radiology Residents in Collaborative Research

2021 ◽  
Author(s):  
Dhairya A. Lakhani ◽  
Katie J. Swaney ◽  
Jeffery P. Hogg
Keyword(s):  
Medical Students ◽  
Collaborative Research ◽  
Peer Mentoring ◽  
Mentoring Program ◽  
Radiology Residents

scholarly journals Peer mentoring experience on becoming a good doctor: student perspectives

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Mohd Syameer Firdaus Mohd Shafiaai ◽  
Amudha Kadirvelu ◽  
Narendra Pamidi
Keyword(s):  
Medical Students ◽  
Time Management ◽  
Peer Mentoring ◽  
Mentoring Program ◽  
Peer Leaders ◽  
Undergraduate Medical Students ◽  
Good Doctor ◽  
Good Opportunity ◽  
Constructive Feedback ◽  
Post Test

Abstract 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 the 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 experience of managing a team of their peers and juniors which in turn may enhance their communication, interpersonal, and leadership skills.

scholarly journals Peers United in Leadership & Skills Enhancement (PULSE): A near peer mentoring program for medical students

2020 ◽  
Author(s):  
Adam Neufeld ◽  
Zachary Huschi ◽  
Amanda Ames ◽  
Greg Malin ◽  
Meredith McKague ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Environments ◽  
Peer Mentoring ◽  
Clinical Skills ◽  
Leadership Skills ◽  
Skills Development ◽  
Structured Learning ◽  
First Year ◽  
Mentoring Program ◽  
Second Year

Implication Statement  We created a near peer mentoring program in pre-clerkship, which gave medical students the opportunity to work together, teach others, and practice their clinical skills. It uniquely connects first year “learner-mentees” and second year “instructor-mentors” in semi-structured learning environments, from October to April. Beyond supporting intrinsic motivation, skills development, and collaboration, students gained experience in teaching; an important skill for physicians.

scholarly journals Peer mentoring experience on becoming a good doctor: Student perspectives.

2020 ◽  
Author(s):  
Mohd Syameer Firdaus Mohd Shafiaai ◽  
Amudha Kadirvelu ◽  
Narendra Pamidi
Keyword(s):  
Medical Students ◽  
Time Management ◽  
Peer Mentoring ◽  
Mentoring Program ◽  
Peer Leaders ◽  
Undergraduate Medical Students ◽  
Good Doctor ◽  
Good Opportunity ◽  
Constructive Feedback ◽  
Post Test

Abstract 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 the 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 experience of managing a team of their peers and juniors which in turn may enhance their communication, interpersonal, and leadership skills.

scholarly journals Peer mentoring experience on becoming a good doctor: Student perspectives.

2020 ◽  
Author(s):  
Mohd Syameer Firdaus Mohd Shafiaai ◽  
Amudha Kadirvelu ◽  
Narendra Pamidi
Keyword(s):  
Medical Students ◽  
Time Management ◽  
Peer Mentoring ◽  
Mentoring Program ◽  
Peer Leaders ◽  
Undergraduate Medical Students ◽  
Good Doctor ◽  
Good Opportunity ◽  
Constructive Feedback ◽  
Post Test

Abstract 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 the 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 experience of managing a team of their peers and juniors which in turn may enhance their communication, interpersonal, and leadership skills.

A Content Analysis of Text Messages in a Type 1 Diabetes Peer Mentoring Program—The Importance of Shared Interests

Diabetes ◽  
2018 ◽  
Vol 67 (Supplement 1) ◽  
pp. 844-P
Author(s):  
ASHBY F. WALKER ◽  
CATHRYN JOHNSON ◽  
CLAUDIA ANEZ-ZABALA ◽  
SARAH R. DORVIL ◽  
MICHAEL J. HALLER ◽  
...  
Keyword(s):  
Type 1 Diabetes ◽  
Content Analysis ◽  
Peer Mentoring ◽  
Text Messages ◽  
Mentoring Program

scholarly journals A Theoretical Framework for the Development of Views of One’s Own Aging

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 6-6
Author(s):  
Sarah Marrs ◽  
Jennifer Inker ◽  
Madeline McIntyre ◽  
Leland Waters ◽  
Tracey Gendron
Keyword(s):  
Older Adults ◽  
Medical Students ◽  
Assisted Living ◽  
Health Professions ◽  
Theoretical Framework ◽  
Community Dwelling ◽  
Mentoring Program ◽  
Term Care ◽  
Before And After ◽  
Students Attitudes

Abstract Senior mentoring programs have been established that provide medical students exposure to a community-dwelling older adult mentor. The goal of these programs is to expose students to healthy older adults, increase knowledge of geriatrics, and prepare them to care for an aging population. However, even while participating in a senior mentoring program, health professions students still demonstrate some discriminatory language towards older adults (e.g., Gendron, Inker, & Welleford, 2018). In fact, research suggests ageist practices occur, intentionally or not, among all health professions and within assisted living and long-term care facilities (e.g., Bowling, 1999; Dobbs et al., 2008; Kane & Kane, 2005). There is reason to believe that how we feel about other older adults is a reflection of how we feel about ourselves as aging individuals. As part of an evaluation of a Senior Mentoring program, we found that students’ attitudes towards older adults were not significantly improved (t (92) = .38, p = .70). To further explore this, we collected subsequent qualitative data. Specifically, we asked students to respond to the open-ended prompt before and after completing their senior mentoring program: How do you feel about your own aging? Our findings have revealed just how complex students’ views towards aging and elderhood are, pointing to a need to develop a theoretical framework for how these views are formed. Thus, the results of this qualitative grounded theory study illustrate the stages of development medical students’ progress through as they come to accept themselves as aging humans.

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