Peer-to-peer mentorship emerges from mandatory research coursework: A social network case study.

IF 3.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Medical Teacher Pub Date : 2025-06-12 DOI:10.1080/0142159X.2025.2513425

Setthanan Jarukasemkit, Seksan Yoadsanit, Chawisa Teansue, Peerapass Sukkrasanti, Phanuwich Kaewkamjornchai, Borwornsom Leerapan

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引用次数: 0

Abstract

Purpose: Research training thrives when pairing coursework with peer-to-peer mentorship. To understand how emerging collaborations promote research productivity of medical students, this study investigates the development of peer-to-peer advice-seeking behaviors and identify social mechanism that fosters collaborations.

Method: Cross-sectional surveys on advice-seeking behaviors were collected from 95 medical students awarded research presentation or publication grants from 2016 to 2023. Interrupted time series analysis (ITS) assessed the impact of research coursework, and SNA visualized the advice-seeking patterns and community structure. Path analysis and subgroup analysis identified influential factors that led to grant awarding.

Results: ITS showed an increase in grant awarding after the coursework implementation. SNA revealed a shift toward decentralized peer-to-peer advice-seeking behaviors, as group formation mediated grant awarding by 20.41%. Students preferentially seek advice from those at similar educational stages, regardless of gender and research interest. Subgroup analysis revealed advice-seeking differences across genders, educational stages, cohorts, and publication statuses.

Conclusions: The network perspective highlights that group formation is a mediator of research productivity. Educators should consider a growing trend towards peer-to-peer mentorship and the influence of institutional policies on student behaviors. Understanding advice-seeking patterns can inform effective strategies to support and enhance undergraduate research engagement.

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点对点指导从强制性研究课程中出现：一个社会网络案例研究。

目的：研究培训蓬勃发展，当配对课程与同伴对同伴的指导。为了了解新兴的合作如何促进医学生的研究生产力，本研究调查了点对点咨询行为的发展，并确定了促进合作的社会机制。方法：对2016年至2023年95名获得科研报告或论文资助的医学生的咨询行为进行横断面调查。中断时间序列分析（ITS）评估了研究性课程作业的影响，SNA可视化了咨询模式和社区结构。通径分析和亚组分析确定了导致拨款的影响因素。结果：ITS在课程作业实施后显示出补助金的增加。SNA揭示了向分散的点对点咨询行为的转变，因为群体形成介导了20.41%的拨款。无论性别和研究兴趣如何，学生都优先向相似教育阶段的人寻求建议。亚组分析揭示了性别、教育阶段、群体和出版状态之间的建议寻求差异。结论：网络视角强调群体形成是研究生产力的中介。教育工作者应该考虑日益增长的同伴对同伴指导的趋势，以及机构政策对学生行为的影响。了解咨询模式可以告知有效的策略，以支持和加强本科生的研究参与。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Medical Teacher 医学-卫生保健

CiteScore

7.80

自引率

8.50%

发文量

396

审稿时长

3-6 weeks

期刊介绍： Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. In particular, the journal recognizes the problems teachers have in keeping up-to-date with the developments in educational methods that lead to more effective teaching and learning at a time when the content of the curriculum—from medical procedures to policy changes in health care provision—is also changing. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.