Medical student presents research on peer-led academic support at national conference

Robert Cole Barefoot, right, with mentor David S. Williams, Ph.D., presents a poster at the Medical Education Learning Specialist annual meeting. 

Third-year medical student Robert Cole Barefoot recently presented research on peer-led academic support in medical school at the 2024 Medical Education Learning Specialist (MELS) annual meeting, held Nov. 7-8 at the Emory University Conference Center in Atlanta. Barefoot’s work was completed under the mentorship of David S. Williams, Ph.D., assistant dean of institutional and academic success at the Whiddon College of Medicine.

His poster, titled “Content Question Coaching: A Peer-Led Program to Enhance Self-Efficacy in Medical Students,” explored the design and impact of an innovative academic support initiative created through the Peer Academic Leaders (PALs) program. The initiative, known as Content Question Coaching (CQC), engages second-year medical students as facilitators to guide first-year students in evidence-based study strategies and interactive sessions using peer-written content questions. CQC emphasizes collaboration and high-yield content identification to strengthen students' confidence and academic success.

“My goal in designing this program was to help ease the transition from college to medical school because I know how hard it can be,” Barefoot said.

Through a mixed-methods approach, Barefoot assessed the program’s effectiveness in improving participants’ self-efficacy and study strategies. Data collected from four CQC sessions highlighted high levels of general self-efficacy among participants and reported improvements in applying evidence-based learning techniques. Feedback also revealed that students gained confidence in identifying key information and tackling practice questions with greater clarity.

“This research demonstrates the immense value of leveraging peer leaders to support medical education,” Williams said. “Programs like Content Question Coaching not only enhance the academic success of first- and second-year students but also provide peer academic leaders with critical opportunities to grow as educators and future physicians.”

The CQC program will continue to support both first- and second-year students, ensuring its lasting impact on the Whiddon College of Medicine’s learning environment, Williams added.