Medical students present research on peer-to-peer learning at national conference

Madison D. Hogans and Amber K. Mathus present their poster at the Medical Education Learning Specialist Conference.

Third-year medical students and peer academic leaders Madison D. Hogans and Amber K. Mathus recently showcased their research at the 2024 Medical Education Learning Specialist (MELS) annual meeting, held Nov. 7-8 at the Emory University Conference Center in Atlanta.

Under the mentorship of David S. Williams, Ph.D., assistant dean of institutional and academic success at the Whiddon College of Medicine, Hogans and Mathus presented their poster titled “From Concept to Practice: Crafting an Innovative Peer-to-Peer Case-Based Learning Program for Pre-Clerkship Medical Education.” The project highlighted the development and outcomes of a program designed to empower peer academic leaders to help M1 and M2 students better prepare for their course assessments.

The Peer-to-Peer Case-Based Learning program, founded by Hogans and Mathus, integrates clinical case analysis with curriculum-aligned material to foster the development of illness scripts, emphasize patient care competencies, and encourage collaboration. Sessions are held outside of required course activities and aim to prepare pre-clerkship students for clinical experiences through active participation. Additionally, the program provides peer academic leaders with opportunities to strengthen their clinical reasoning, deepen their understanding of patient care, and refine their teaching skills.

Hogans previously presented pilot data from the program at the Medical Association of the State of Alabama annual conference earlier this year. The MELS presentation offered a deeper dive into the program’s inception, evolution, and its impact on professional identity formation for both participants and peer leaders.

The idea for this program, Hogans said, came from a shadowing experience with Brittney Anderson, M.D., a family medicine physician in Demopolis, Alabama, between her first and second years of medical school. “Dr. Anderson challenged me to think beyond basic sciences, bridging the gap between theory and real-world patient care with the ultimate goal of helping me begin to think like a physician,” she said. “I wanted to create a program that encourages students to develop these skills early in their training.” 

Hogans said being part of the program has helped her to grow professionally and to envision herself as both a future physician and medical educator. “It’s been amazing to see the impact this program has had on me and other students,” she said, “and I look forward to its continued growth and the ways it will benefit future participants.” 

Mathus said developing the program has been a rewarding experience, seeing it come to fruition and how many students it has positively impacted. “Throughout this journey, I have witnessed how the program helps build the next generation of great physicians. I can confidently say that I will be a better lifelong learner and primary care provider due to the skills I’ve developed along the way, both as a peer academic leader and as a researcher,” she said. “This experience has enriched my professional growth and reinforced my commitment to making continuous improvements through medical education and practice.”

The Peer-to-Peer Case-Based Learning program will continue this year, with Hogans and Mathus training the next cohort of peer leaders to ensure its sustainability and ongoing impact.

“This program is a testament to the power of student-driven initiatives,” Williams said. “Madison and Amber have created a model that not only enhances the learning opportunities for our first- and second-year students but also develops the leadership and teaching identities of peer educators.”