From Tutor to Future Educator: Investigating the Role of Peer-Peer Tutoring in Shaping Careers in Medical Education

Abstract

AbstractIn the effort to promote academic excellence and provide teaching experiences and training for medical students, the University of California, Irvine, School of Medicine (UCISOM) built a novel peer tutoring program (2020), Collaborative Learning Communities with Medical Students as Teachers (CLC-MSAT). While the role of peer-assisted learning in student success on academic courses is well established, we wanted to assess the impact of our UCISOM peer-assisted learning program on tutors’ career interest in medical education. Through a mixed-methods analysis of our peer tutors’ experiences, we found 100% were overall satisfied with their positions; > 85% learned new skills; > 88% felt they were strong teachers; > 88% felt they now had a stronger grasp of the medical curriculum and most importantly, 100% of students maintained their interest and aspirations to serve in a future medical educator role after participating as a tutor. Additionally, we found a statistically significant relationship between tutors’ intentions of exploring a career in academic medicine after serving in the CLC program. Our findings suggest that our tutoring program has had a positive impact in providing authentic teaching experiences and training to medical students early in their careers at UCISOM, which may help prepare the next generation of qualified academic clinicians.