Medical students and staff highlight peer-powered academic support program at national conference

Robert Cole Barefoot, Amber Mathus and 

Madison Hogans led a workshop at the 

MELS conference.

Angie O’Neal, M.Ed., director of learning services, and David S. Williams, Ph.D., assistant dean of institutional and academic success, collaborated with third-year medical students Madison Hogans, Amber Mathus, and Robert Cole Barefoot to lead an engaging workshop at the 2024 Medical Education Learning Specialist (MELS) Conference, held in November at Emory University Conference Center in Atlanta.

The workshop, titled “Peer-Powered Learning: Fostering Collaborative Growth and Achievement through a Peer Academic Leadership Program,” showcased the Peer Academic Leaders (PALs) initiative at the Whiddon College of Medicine. This program reimagined an underutilized peer tutoring model into a proactive, developmental approach to academic support. Through the PALs program, second- through fourth-year students provide targeted academic assistance and receive professional development in teaching and learning, fostering growth for both peer leaders and their peers.

“This workshop exemplified the power of collaboration among faculty, staff and students to create meaningful, student-driven learning experiences,” O’Neal said. “The PALs program not only supports academic success but also cultivates professional growth and leadership for peer leaders, creating a positive ripple effect across the learning community.”

Attendees explored the impact of two successful PALs programs — Peer-to-Peer Case-Based Learning and Content Question Coaching (CQC) — designed and implemented by Hogans, Mathus and Barefoot. These programs emphasize innovative, near-peer teaching methods to enhance first-year students’ academic performance while developing the leadership and instructional skills of peer leaders. The session included data-driven insights, qualitative feedback, and an interactive Q&A with the student presenters.

The students collaborated with David S. Williams, 

Ph.D., and Angie O'Neal, M.Ed.

Participants also engaged in a brainstorming activity to design or enhance peer academic support programs for their institutions. Guided by prompts from the presenters, attendees discussed recruitment and training for peer leaders, strategies for inclusive support, and methods for connecting students with academic resources. This collaborative exercise provided practical takeaways for implementing or improving peer-led initiatives.

“The PALs program demonstrates how a well-structured initiative can benefit everyone involved,” Williams said. “This workshop was a fantastic opportunity to showcase the work of our medical student peer academic leaders and the momentum we feel at the Whiddon COM with our peer programs.”

The PALs program continues to demonstrate its impact on medical education, offering a model for institutions seeking to leverage peer leadership for academic success and professional development.