Peer mentoring as a community of practice in medical education

Background

First-year medical students often face significant challenges adjusting to the demands of medical school. Although the benefits of peer mentoring are well documented, less is understood about how these relationships support development for both mentees and mentors. This study explored how peer mentoring relationships were formed, maintained and contributed to students' academic, social and professional growth.

Methods

The study was conducted in 2021–2022 at the Southeast Asian branch campus of a UK medical school, where second-year students mentored first-year students through a nine-month voluntary peer mentoring programme. Mentors completed structured training and met regularly with their mentees across the academic year. A concurrent nested mixed-method design was used, incorporating modified surveys and semi-structured focus groups. Reflexive thematic analysis was guided by the Community of Practice (CoP) framework.

Findings

Twenty-three mentors and mentees participated in focus groups, whereas 64 mentees and 12 mentors completed the survey. Participants described a strong sense of purpose, rooted in a desire to help others and give back through peer mentoring. Mentoring fostered connection, belonging and professional identity through collaboration, emotional support and open communication. Participants gained practical benefits such as academic assistance, smoother social integration and strengthened interpersonal skills. Challenges included disengagement, cultural differences and mismatched expectations.

Conclusion

This study highlights how the CoP framework fosters effective mentoring relationships, where shared goals, mutual engagement and collective practices promote academic, social and professional development. Educators should apply this framework to build inclusive, supportive communities, with future research exploring long-term outcomes and cultural responsiveness.