ArticleGMS journal for medical education2024
Development and implementation of digital peer mentoring in small groups for first-year medical students.
Article in GMS journal for medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- #MEDToo - sexual harassment in medical education: perceptions and coping strategies of medical students in Germany, a qualitative study.BMC medical education · 2026Article
- Maturitas: Development and implementation of a longitudinal curriculum to foster Professional Identity Formation at the medical faculty of the University of Augsburg.GMS journal for medical education · 2026Article
- Teaching medical students to navigate workplace harassment - preliminary experiences from a pilot workshop in Germany.BMC medical education · 2025Article
- Mentoring as a complex adaptive system - a systematic scoping review of prevailing mentoring theories in medical education.BMC medical education · 2024Article
- Temporal Variations in Convergence Insufficiency Symptomatic Status among University Students before and after COVID-19: A Longitudinal Analysis from 2018 to 2023.Life (Basel, Switzerland) · 2024Article
- Dealing with uncertainty.GMS journal for medical education · 2024Article
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Authors and funding
2 authors.
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Abstract
Introduction: Mentoring has become an important educational strategy in medical training. Peer mentoring (PM) can enhance student experience and support transition to higher education. This article documents the implementation of an online peer mentoring program for first year medical students at a newly founded medical school in Germany during the COVID-19 pandemic and its development into in-person PM. Project description: We developed the program in close collaboration between students and teachers. Students were invited to apply as peer mentors via email; they received instructions and reflected on their role and experiences in meetings before, during and after the semester. One or more peer mentors were assigned randomly to a student group. We evaluated the program with an online survey inspired by the "Modified Mentorship Effectiveness Scale". After successful piloting PM was implemented into the core curriculum. Results: In 2020 we assigned 17 peer mentors to 14 groups of 6-7 students. Groups met 3 or more times via Zoom Conclusion: The implementation of PM was successful and beneficial for the participating students. PM can help first-year medical students reduce anxiety, improve self-organization and orientation at university. It fosters identity formation and has positive effects on peer mentees as well as on peer mentors.
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