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Abstract

Purpose: Medical student burnout, exacerbated by the transition to hybrid curricula following the COVID-19 pandemic, underscores the need for interventions fostering social and academic support. While peer study groups have shown promise in promoting emotional resilience, their impact within medical education remains underexplored. This study examines the effectiveness of a student-led peer study group program among first-year medical students.

Methods: First-year students at a Midwestern medical school (n=146) were invited to participate in peer study groups and matched based on preferences for group structure and goals. Participants attended structured, semi-structured, or free-form groups over four weeks. A mixed-methods approach combined quantitative surveys (Likert scale items) and qualitative analysis of open-ended responses. Member checking was conducted to validate findings.

Results: Of the 146 participants, 57 (39.04%) completed follow-up surveys. Peer study groups were reported to (1) facilitate social connections, with 57.89% citing meeting classmates as a key benefit; (2) provide academic structure and accountability, enhancing motivation for 40.35%; and (3) support collaborative learning through discussion (28.07%). However, logistical barriers (e.g., scheduling conflicts, time demands) and mismatched learning styles were significant challenges, leading 36.84% of groups to adjust formats mid-course. Notably, 61.40% of groups did not continue meeting after the first module. Despite these challenges, 82.45% of respondents stated that the groups had a positive impact on their medical education experience.

Conclusions: Peer study groups offered critical social and academic benefits in a virtual learning environment, addressing gaps in student support. However, logistical challenges and learning style mismatches highlight the need for educator facilitation to improve coordination and alignment. Interventions like this should include structured support, such as scheduling assistance and tailored matching, to enhance sustainability and effectiveness. Future research should assess long-term academic outcomes and explore strategies to overcome these barriers.

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