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Objective <p>This study aimed to evaluate the feasibility, satisfaction, and learning outcomes associated with an electronic near-peer mentoring (ENPM) program for master’s students in medical education. The program leveraged existing digital infrastructure to provide academic and psychosocial support through structured interactions between senior mentors and junior mentees.</p> Results <p>The program demonstrated high feasibility and was well-received. Satisfaction levels were notably high among both mentees (80%) and mentors (100%). Mentees reported significant academic (75%) and psychosocial (50%) benefits. However, perceived shared values (70% neutral) and structural support (40% agreed) were identified as areas for improvement. While mentors highly valued the supportive experience, a majority (57%) found it time-consuming. Academic performance, as measured by GPA, was high overall (18.14 ± 0.72), but no significant statistical correlation was found between satisfaction levels and GPA (ρ = 0.18, <i>p</i> = 0.31). The findings suggest ENPM is a promising model for scalable academic support in digital graduate education, with sustainability hinging on addressing time demands for mentors and enhancing structural support for mentees.</p>

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Electronic near peer mentoring: evaluating its effects on satisfaction and learning among medical education graduate students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月30日

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  • Somaye Sohrabi,
  • Masume Najarian,
  • Masomeh Kalantarion

摘要

Objective

This study aimed to evaluate the feasibility, satisfaction, and learning outcomes associated with an electronic near-peer mentoring (ENPM) program for master’s students in medical education. The program leveraged existing digital infrastructure to provide academic and psychosocial support through structured interactions between senior mentors and junior mentees.

Results

The program demonstrated high feasibility and was well-received. Satisfaction levels were notably high among both mentees (80%) and mentors (100%). Mentees reported significant academic (75%) and psychosocial (50%) benefits. However, perceived shared values (70% neutral) and structural support (40% agreed) were identified as areas for improvement. While mentors highly valued the supportive experience, a majority (57%) found it time-consuming. Academic performance, as measured by GPA, was high overall (18.14 ± 0.72), but no significant statistical correlation was found between satisfaction levels and GPA (ρ = 0.18, p = 0.31). The findings suggest ENPM is a promising model for scalable academic support in digital graduate education, with sustainability hinging on addressing time demands for mentors and enhancing structural support for mentees.