Mechanisms of Near-Peer Learning in a Longitudinal Clerkship: A Grounded Theory Study

• Published in: Academic medicine Vol. 99; no. 7; pp. 771 - 777
• Main Authors: Smith, Lauren E, McBride, Mary E, Henschen, Bruce, Bierman, Jennifer, Uchida, Toshiko, Eppich, Walter
• Format: Journal Article
• Language: English
• Published: United States 01-07-2024
• Subjects: Clinical Clerkship; Clinical Competence; Curriculum; Education, Medical, Undergraduate - methods; Female; Focus Groups; Grounded Theory; Humans; Learning; Longitudinal Studies; Male; Peer Group; Students, Medical - psychology
• ISSN: 1040-2446; 1938-808X; 1938-808X
• DOI: 10.1097/ACM.0000000000005715

Many medical schools incorporate longitudinal clerkships, which promote continuity and may offer early clinical exposure during the preclinical curriculum. However, the mechanisms of near-peer learning and how it contributes to the development of clinical skills in longitudinal clinical experiences are less clear. The authors explored how peer-to-peer interactions among medical students influenced their developmental trajectories from nascent clinicians to more seasoned practitioners capable of juggling dual roles of clinical care and clinical supervision within longitudinal clerkships.
The Education-Centered Medical Home (ECMH) at Northwestern University Feinberg School of Medicine is a longitudinal clerkship that represents an ideal setting to explore peer learning. At ECMH, continuity is established across all 4 years of medical school among small groups of students from each year, a preceptor, and a panel of outpatients. The authors conducted 6 focus groups and 9 individual interviews between March 2021 and February 2023 with medical students from all years. Using constructivist grounded theory, the authors collected and analyzed data iteratively using constant comparison to identify themes and explore their relationships.
Within ECMH, peer relationships fostered an informal learning culture that enabled meaningful peer interactions while reinforcing the established culture. The authors identified 3 essential learning practices between senior and junior medical students: preparing for patient encounters, shifting roles dynamically during the joint encounter, and debriefing encounters afterward. These practices strengthened learning relationships and supported students' developmental trajectories.
Longitudinal peer learning relationships enabled meaningful peer interaction that influenced medical students' clinical development and capability for clinical supervision. Mutual trust, familiarity, and continuity facilitate targeted feedback practices and growth at the edge of junior students' capabilities. Optimizing this peer learning environment and seeking new opportunities to use longitudinal peer learning in clinical environments could promote psychological safety and professional identity formation for medical students.