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Background <p>In order to support students in their last year who are interested in postgraduate/specialty training in general medicine with their career planning, a&#xa0;near-peer mentoring programme was designed, implemented, evaluated and further developed.</p> Methods <p>The programme was designed based on the six steps of curriculum planning according to Kern. Two physicians in postgraduate/specialty training were trained for their role as mentors in a&#xa0;2 h online training course. After the mentoring, the participating students evaluated their satisfaction with the programme, the encouragement they received in choosing their specialization and other aspects of the mentoring.</p> Results <p>A total of 42&#xa0;students took part in the mentoring programme, which consisted of two group sessions, and were very satisfied with the implementation. They felt encouraged in their career planning and in their choice of general medicine as their specialization. In particular, the near-peer concept and the concrete transfer of information and experiential knowledge by the mentors were positively highlighted.</p> Conclusion <p>Low-threshold near-peer mentoring can support students in their career planning and enable them to start their specialist training in a&#xa0;more targeted manner. It is conceivable that the programme could be adapted to other specializations.</p>

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PJ trifft ÄiW: Near-Peer-Gruppenmentoring für PJ-Studierende

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月11日

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  • Ulrike Sonntag,
  • Lisa Peter,
  • Annika Fritzsching,
  • Kahina Toutaoui,
  • Sabine Gehrke-Beck

摘要

Background

In order to support students in their last year who are interested in postgraduate/specialty training in general medicine with their career planning, a near-peer mentoring programme was designed, implemented, evaluated and further developed.

Methods

The programme was designed based on the six steps of curriculum planning according to Kern. Two physicians in postgraduate/specialty training were trained for their role as mentors in a 2 h online training course. After the mentoring, the participating students evaluated their satisfaction with the programme, the encouragement they received in choosing their specialization and other aspects of the mentoring.

Results

A total of 42 students took part in the mentoring programme, which consisted of two group sessions, and were very satisfied with the implementation. They felt encouraged in their career planning and in their choice of general medicine as their specialization. In particular, the near-peer concept and the concrete transfer of information and experiential knowledge by the mentors were positively highlighted.

Conclusion

Low-threshold near-peer mentoring can support students in their career planning and enable them to start their specialist training in a more targeted manner. It is conceivable that the programme could be adapted to other specializations.