Peer Assisted Mentoring as a Catalyst for Academic Success in Final-Year Dental Students: An Action Research Approach

Authors

Manovijay Balagangadharan, Department of Periodontology, Vinayaka Mission’s Sankarachariyar Dental College, Vinayaka Mission’s Research Foundation (Deemed to be University), Ariyanur, Salem, Tamil Nadu, India.Follow
BabyJohn John, Department of Pedodontics and Preventive Dentistry, Vinayaka Mission’s Sankarachariyar Dental College, Vinayaka Mission’s Research Foundation (Deemed to be University), Ariyanur, Salem, Tamil Nadu, India
Saranyan Ravi, Department of Periodontology, Vinayaka Mission’s Sankarachariyar Dental College, Vinayaka Mission’s Research Foundation (Deemed to be University), Ariyanur, Salem, Tamil Nadu, India.
Sabitha Gokulraj, Department of Oral Medicine and Radiology, Vinayaka Mission’s Sankarachariyar Dental College, Vinayaka Mission’s Research Foundation (Deemed to be University), Ariyanur, Salem, Tamil Nadu, India.
D.N. Shrienitha, Department of Public Health Dentistry, Vinayaka Mission’s Sankarachariyar Dental College, Vinayaka Mission’s Research Foundation (Deemed to be University), Ariyanur, Salem, Tamil Nadu, India.

Abstract

Purpose Peer-assisted mentoring (PAM) is increasingly recognized as an effective educational strategy in health professions education. It fosters collaborative learning, where mentors and mentees engage in knowledge exchange, critical thinking, and skill development. This study aimed to explore the influence of peer-assisted mentoring on the academic performance of final-year Bachelor of Dental Surgery (BDS) students, in comparison to their non-mentored counterparts, while also assessing its broader educational benefits.

Methodology An action research study was conducted during the 2023–2024 academic year at Vinayaka Mission’s Sankarachariyar Dental College, Salem, Tamil Nadu, and India. High-achieving dental interns were selected and trained to serve as peer mentors. Each mentor was assigned three to four final-year BDS students (mentees) with varying levels of academic performance. The mentoring program spanned ten months and included weekly sessions focused on academic reinforcement, doubt clarification, and effective study strategies. Independent t-tests were conducted to compare examination scores between groups. Qualitative data from open-ended survey responses and mentoring logs were analyzed using Braun and Clarke’s (2006) six phases of thematic analysis. In addition, Chi-square and Fisher’s Exact tests were employed to compare the pass percentages of the PAM cohort (n=82) with the non-PAM cohort (n=79)

Results The statistical analysis showed a significant improvement in the academic performance of students who received peer mentoring compared to those who did not (p < 0.01). Beyond academic gains, mentees reported enhanced emotional resilience and a stronger sense of belonging. Mentors also benefited through improved leadership, communication, and organizational skills, reflecting the reciprocal value of the program.

Conclusion The study demonstrated that peer-assisted mentoring is a valuable and sustainable educational approach in dental education. The mutual benefits observed highlight the potential of peer mentoring to foster a collaborative and supportive learning environment within the dental curriculum.

Recommended Citation

Balagangadharan, Manovijay; John, BabyJohn; Ravi, Saranyan; Gokulraj, Sabitha; and Shrienitha, D.N. (2026) "Peer Assisted Mentoring as a Catalyst for Academic Success in Final-Year Dental Students: An Action Research Approach," Health Professions Education: Vol. 12: Iss. 2, Article 1.
DOI: 10.55890/2452-3011.1385
Available at: https://hpe.researchcommons.org/journal/vol12/iss2/1