Number
606
Name
Impact of Near-Peer Mentoring on Medical Student Specialty Selection and Residency Preparation
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Paige Hinman, University of Virginia School of Medicine
Bhavik Patel, University of Virginia School of Medicine
Alec Ritter, University of Virginia School of Medicine
Dana Redick, University of Virginia School of Medicine
Presentation Topic(s)
Student Support
Description
PURPOSE
Advising plays an important role in specialty selection and course
planning, and although it has traditionally been faculty-led, many medical
students struggle to access timely and effective guidance. Near-peer
mentoring, which involves mentoring across training levels, may help bridge
this gap. This study aims to investigate the impact of near-peer advising on
medical students’ confidence in specialty choice, planning a career-aligned
schedule, and preparing their residency applications.
METHODS
A near-peer workshop led by fourth-year medical students was piloted as
part of the core clerkship curriculum in 2024 and repeated in 2025. Each
year, third-year students participated in an optional 90-minute workshop near
the end of clerkships. Workshops were offered at three timepoints - early
August, mid-September, and late October - at both the main and regional
campuses and consisted of a large-group presentation, panel discussion, and
small-group “office hours”. Results were collected via optional anonymous
pre- and post-surveys.
RESULTS
Comparing pre- and post-surveys from 146 participants across both cohorts
revealed statistically significant improvements in student certainty in their
specialty selection, perceived importance of near-peer mentorship in
informing their specialty choice, confidence in building a career-aligned
schedule, and comfort in navigating the final year and residency application
requirements. Students attending the earliest session had significantly lower
baseline confidence and demonstrated the greatest improvement in comfort
following the workshop. Year-to-year differences showed lower utility ratings
for office hours in 2025, while the 2024 regional cohort rated the
presentation as more helpful than the 2025 regional cohort. No other
statistically significant differences were observed across years or campuses.
CONCLUSION
Near-peer mentoring is an effective approach to strengthening medical
student career development. Embedded within the post-clerkship curriculum,
this workshop improves confidence in specialty selection, career-aligned
scheduling, and preparation for residency applications, supporting its
continued use.
Advising plays an important role in specialty selection and course
planning, and although it has traditionally been faculty-led, many medical
students struggle to access timely and effective guidance. Near-peer
mentoring, which involves mentoring across training levels, may help bridge
this gap. This study aims to investigate the impact of near-peer advising on
medical students’ confidence in specialty choice, planning a career-aligned
schedule, and preparing their residency applications.
METHODS
A near-peer workshop led by fourth-year medical students was piloted as
part of the core clerkship curriculum in 2024 and repeated in 2025. Each
year, third-year students participated in an optional 90-minute workshop near
the end of clerkships. Workshops were offered at three timepoints - early
August, mid-September, and late October - at both the main and regional
campuses and consisted of a large-group presentation, panel discussion, and
small-group “office hours”. Results were collected via optional anonymous
pre- and post-surveys.
RESULTS
Comparing pre- and post-surveys from 146 participants across both cohorts
revealed statistically significant improvements in student certainty in their
specialty selection, perceived importance of near-peer mentorship in
informing their specialty choice, confidence in building a career-aligned
schedule, and comfort in navigating the final year and residency application
requirements. Students attending the earliest session had significantly lower
baseline confidence and demonstrated the greatest improvement in comfort
following the workshop. Year-to-year differences showed lower utility ratings
for office hours in 2025, while the 2024 regional cohort rated the
presentation as more helpful than the 2025 regional cohort. No other
statistically significant differences were observed across years or campuses.
CONCLUSION
Near-peer mentoring is an effective approach to strengthening medical
student career development. Embedded within the post-clerkship curriculum,
this workshop improves confidence in specialty selection, career-aligned
scheduling, and preparation for residency applications, supporting its
continued use.
Presentation Tag(s)
Student Presentation