PURPOSE
Peer-to-peer teaching has long demonstrated value in medical education, yet
few studies have examined how students perceive near-peer tutoring or its
impact on first-generation medical students, who often face greater isolation
and fewer academic resources. This study evaluated utilization patterns and
the perceived academic and psychosocial effects of peer-led Supplemental
Instruction (SI) to better understand barriers to learning and the supportive
role of near-peer teaching.
 
METHODS
A 14-question anonymous survey was distributed to a class of pre-clerkship
students (n=70) at a community-based Midwestern medical school after one year
of weekly, optional SI sessions led by trained upper-class tutors. The survey
assessed first-generation medical student status, SI utilization patterns,
perceived academic barriers, and self-reported effects on confidence and
performance. Three focus groups (2–3 participants each) were additionally
conducted. Survey data was analyzed using Fisher’s exact and chi-square
tests. Focus group transcripts underwent thematic analysis by three
independent reviewers, with discrepancies resolved by consensus.
 
RESULTS
Thirty-six students responded, resulting in a response rate of 51.4%.
Nearly all respondents (97%) used peer-created study materials independently,
while only 36% attended SI sessions live. Time management was the most
frequently reported academic barrier (64%). First-generation students rated
live SI sessions as more useful than non–first-generation peers (p=0.0149).
Focus group narratives revealed highly individualized utilization patterns
and emphasized the psychosocial benefits of near-peer teaching, including
reassurance, reduced isolation, and strengthened confidence.
 
CONCLUSIONS
Findings reflect a growing preference for independent learning while
underscoring the continued importance of near-peer academic and emotional
support. The psychosocial benefits of peer-to-peer teaching appear especially
meaningful for first-generation medical students. Future studies should
expand sample size and further investigate strategies to enhance academic
autonomy while addressing common barriers through near-peer instructional
models.