There is a plethora of evidence supporting the benefits of academic peer mentoring on academic performance, retention rates, emotional and psychological well-being, in addition to improved social integration. (1-3)
But who truly benefits more: mentees or mentors?
This question has particularly intrigued me, especially through my ongoing involvement in the peer mentoring programme, where I have closely observed its impact.
I have been supporting the peer mentoring scheme in the pharmacy course for the past three years. In this scheme, mentors from second- or third-year pharmacy students are selected to support their first-year peers, primarily in topics related to pharmaceutical calculations and Objective Structured Clinical Examination (OSCE) preparation, among others.
Mentees mostly gave positive feedback, appreciating the support provided, OSCE preparation and exam technique tips. They valued the combination of small-group dynamics and the simple explanations. They mentioned feeling that the sessions provided a safe space to, “ask questions freely” and have them explained in a simplified manner, or, as one student put it, “I really enjoyed that we were taught by students because I feel like they knew what we would find difficult and explained it in very easy terms.”
Clearly, mentees gain a great deal from peer mentoring programmes, but my observation is that mentors may benefit even more. Think about it, how often do students get the opportunity to step into a teaching role in higher education? It is a unique experience!
To delve deeper into this, I recently created a survey with seven open-ended questions to gather mentors’ views about their experience. I received twelve responses, and the answers were overwhelmingly positive, with recurring themes suggesting that saturation had been reached. All respondents described their experience as rewarding and enjoyable, and they mentioned “personal growth” and “fulfilment” from contributing to their peers’ learning journey.
Mentors believed that bringing their relatable experiences added authenticity to the sessions. They agreed that sharing personal experiences helped mentees feel more prepared and less anxious. One mentor said, “understanding students’ perspectives from being a student ourselves helped to create that space where we can relate to one another.”
A common theme was that the challenges faced by first-year students mirrored those that the mentors had previously encountered. Thus, mentors reflected on how they overcame these obstacles, whether it was through specific study techniques or using external resources, making their advice “practical and grounded”.
They are not academic lecturers; they are peers who have recently gone through the same experience. This makes mentees feel more comfortable asking questions, expressing concerns about workloads, stress, and other challenges as peers offer a more approachable and relatable perspective than lecturers. “I think we were able to provide tips and support to students who were hesitant to ask lecturers due to fear of being judged or perceived negatively.”
Interestingly, mentors quickly grasped how to make their sessions interactive using scenario-based activities, group discussions, and rotation-style tasks. They used tools like Mentimeter, drawings to explain calculation scenarios, and role-play to simulate the OSCE environment.
Beyond academic support, mentors also provided emotional support and assurance. They noted that they felt sharing their experiences of settling into the course helped reduce mentees’ anxiety about the course and assessments. One mentor noted, “I’ve been in their shoes, so I can guide them with practical tips and insights, it’s almost like I’m speaking to them from the future!”
Preparing teaching materials also helped mentors refresh and consolidate their own learning. After all, what better way to reinforce your knowledge than by breaking it down and explaining it to someone else?
When asked about the impact on their personal development, all mentors reported improvements in leadership, organisational skills and increased confidence in public speaking. Many mentioned that mentoring helped shape their communication skills, particularly in explaining concepts clearly and listening actively to others.
A common response was that mentoring made them feel more confident in presenting, managing group discussions, and leading a classroom. As one mentor summarised it as “I believe mentoring has enhanced both my interpersonal and leadership abilities in a way that will benefit me in future collaborative or clinical settings”.
Aren’t these the exact skills that we aim to cultivate in our students to prepare them for their future careers?
Mentoring is a powerful experience that not only challenges mentors but also accelerates their growth beyond traditional learning. Therefore, I remain inclined to believe that while peer mentoring is undoubtedly valuable for mentees, the benefits for mentors are even greater.
Acknowledgment to pharmacy students peer mentors for their valuable contributions and insightful feedback.
References
1.Collings, R., Swanson, V. & Watkins, R. The impact of peer mentoring on levels of student wellbeing, integration and retention: a controlled comparative evaluation of residential students in UK higher education. High Educ 68, 927–942 (2014). https://doi.org/10.1007/s10734-014-9752-y
2. Altonji, S. J., Baños, J. H., & Harada, C. N. (2019). Perceived Benefits of a Peer Mentoring Program for First-Year Medical Students. Teaching and Learning in Medicine, 31(4), 445–452. https://doi.org/10.1080/10401334.2019.1574579
3.Le , H.-G., Sok, S. and Heng, K. (2024) “The benefits of peer mentoring in higher education: findings from a systematic review ”, Journal of Learning Development in Higher Education, (31). http://doi.org/10.47408/jldhe.vi31.1159
About the author: Heba Ghazal, a Senior Lecturer in Pharmacy who has recently obtained her SFHEA, has been nominated multiple times by her students for excellence in support and supervision. Advance HE is an SDF Partner and a member-led charity of and for the sector that works with partners across the globe to improve higher education for staff, students and society.
This article has been kindly repurposed from AdvanceHE and you can read the original here.