Effects of intra-class peer mentorship intervention programme on the academic performances of academically underperforming medical students in Nigeria
Abstract Background A significant gap exists in understanding the effectiveness of intra-class (same-class) level peer mentorship programmes designed to enhance academic performance, well-being, and student involvement among underperforming medical students. This study assessed the effectiveness of...
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2025-01-01
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| author | George Uchenna Eleje David Chibuike Ikwuka Kingsley Chinaza Nwosu Lydia Ijeoma Eleje Obiageli Ifeoma Ikwuka Nasiru Sani Jean Paul Niyoyita Kazeem Bidemi Okesina Uchechukwu Dimkpa Uchechukwu Kevin Nwanna Victor Bassey Archibong Eric Twizeyimana Niranjan Shridhar Divekar Samuel Ifedioranma Ogenyi Okwute Michael Ochayi Marcus Bushaku Elemi John Ani Kingsley Chidiebere Nwaogu Olufunke Onaadepo Ibrahim Mohammed Sule Emmanuel Chukwunweike Nwangwu Chisom Adaobi Nri-Ezedi Chinyere Ukamaka Onubogu Arinze Anthony Onwuegbuna Theophilus Osaje Okonoboh Onyecherelam Monday Ogelle Ezinne Ifeyinwa Nwaneli Joseph Ifeanyichukwu Ikechebelu Diresibachew Haile Wondimu Edwin Okechukwu Nwobodo |
| author_facet | George Uchenna Eleje David Chibuike Ikwuka Kingsley Chinaza Nwosu Lydia Ijeoma Eleje Obiageli Ifeoma Ikwuka Nasiru Sani Jean Paul Niyoyita Kazeem Bidemi Okesina Uchechukwu Dimkpa Uchechukwu Kevin Nwanna Victor Bassey Archibong Eric Twizeyimana Niranjan Shridhar Divekar Samuel Ifedioranma Ogenyi Okwute Michael Ochayi Marcus Bushaku Elemi John Ani Kingsley Chidiebere Nwaogu Olufunke Onaadepo Ibrahim Mohammed Sule Emmanuel Chukwunweike Nwangwu Chisom Adaobi Nri-Ezedi Chinyere Ukamaka Onubogu Arinze Anthony Onwuegbuna Theophilus Osaje Okonoboh Onyecherelam Monday Ogelle Ezinne Ifeyinwa Nwaneli Joseph Ifeanyichukwu Ikechebelu Diresibachew Haile Wondimu Edwin Okechukwu Nwobodo |
| author_sort | George Uchenna Eleje |
| collection | DOAJ |
| description | Abstract Background A significant gap exists in understanding the effectiveness of intra-class (same-class) level peer mentorship programmes designed to enhance academic performance, well-being, and student involvement among underperforming medical students. This study assessed the effectiveness of intra-class (same-class) peer mentorship programme on the academic performances, subjective well-being and school engagement of academically underperforming medical students in Nigeria. Methods This was a quasi-experimental research consisting of the pretest-posttest control design at Nnamdi Azikiwe University, Awka, Nigeria. Preclinical medical students from same class level were categorised into three groups: 7 academically underperforming students (mentees) scoring below 45% on the continuous assessment test (CAT), 12 mentors scoring 70% or above, and 30 controls scoring between 50% and 70%. Participants completed the Subjective Vitality Scale (SVS) and the self-University Student Engagement Inventory (USEI) before and after the 6-month programme, led by an experienced educationist. A post-programme CAT assessed academic performance, and quantitative data were analysed using paired-samples t-tests to evaluate changes in academic performance, SVS and USEI. The dimensions of students’ subjective vitality and the school engagement were considered in the analysis. Results A total of 49 students were included in the study, with 7 (14.3%) in the mentee group, 12 (24.3%) in the mentor group and 30 (61.2%) in the control group. The same-class peer mentorship intervention led to a significant improvement in CAT scores for the mentee group, with their median score rising from 40.0 to 70.0% (p = 0.003), while the control group’s median slightly decreased. The mentee group’s SVS (p = 0.722) and USEI (p = 0.388) scores non-significantly improved post-intervention. However, specific USEI items revealed significant post-intervention improvements in mentees’ classroom engagement or increased participation in discussions (p = 0.001) and enjoyment of school (p = 0.031). SVS items showed non-significant differences between groups post-intervention. Conclusion The same-class peer mentorship intervention significantly improved CAT scores among academically underperforming medical students, with modest gains in SVS and USEI scores. While overall vitality and engagement changes were not significant, classroom engagement improved. These findings support intra-class peer mentorship in medical education. |
| format | Article |
| id | doaj-art-1408e3236dcc41ab9ac9322fa3db416c |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-1408e3236dcc41ab9ac9322fa3db416c2025-02-02T12:29:28ZengBMCBMC Medical Education1472-69202025-01-0125111210.1186/s12909-025-06728-4Effects of intra-class peer mentorship intervention programme on the academic performances of academically underperforming medical students in NigeriaGeorge Uchenna Eleje0David Chibuike Ikwuka1Kingsley Chinaza Nwosu2Lydia Ijeoma Eleje3Obiageli Ifeoma Ikwuka4Nasiru Sani5Jean Paul Niyoyita6Kazeem Bidemi Okesina7Uchechukwu Dimkpa8Uchechukwu Kevin Nwanna9Victor Bassey Archibong10Eric Twizeyimana11Niranjan Shridhar Divekar12Samuel Ifedioranma Ogenyi13Okwute Michael Ochayi14Marcus Bushaku15Elemi John Ani16Kingsley Chidiebere Nwaogu17Olufunke Onaadepo18Ibrahim Mohammed Sule19Emmanuel Chukwunweike Nwangwu20Chisom Adaobi Nri-Ezedi21Chinyere Ukamaka Onubogu22Arinze Anthony Onwuegbuna23Theophilus Osaje Okonoboh24Onyecherelam Monday Ogelle25Ezinne Ifeyinwa Nwaneli26Joseph Ifeanyichukwu Ikechebelu27Diresibachew Haile Wondimu28Edwin Okechukwu Nwobodo29Effective Care Research Unit, Department of Obstetrics and Gynaecology, Nnamdi Azikiwe UniversityDepartment of Medical Physiology, College of Medicine and Health Sciences, University of RwandaDepartment of Educational Foundations, Nnamdi Azikiwe UniversityDepartment of Educational Foundations, Nnamdi Azikiwe UniversityDepartment of Educational Foundations, Nnamdi Azikiwe UniversityDepartment of Health Information Management, Nasarawa State UniversityDepartment of Health Informatics, University of RwandaDepartment of Medical Physiology, College of Medicine and Health Sciences, University of RwandaDepartment of Human Physiology, Nnamdi Azikiwe UniversityDepartment of Community Health, University of RwandaDepartment of Human Anatomy, University of RwandaDepartment of Medical Physiology, College of Medicine and Health Sciences, University of RwandaDepartment of Prosthodontics and Restorative Dentistry, University of RwandaDepartment of Medical Laboratory Science, Nnamdi Azikiwe UniversityDepartment of Human Physiology, Baze UniversityDepartment of Biochemistry, Molecular Biology and Genetics, University of RwandaDepartment of Medical Physiology, College of Medicine and Health Sciences, University of RwandaDepartment of Radiology, Nnamdi Azikiwe University Teaching HospitalDepartment of Human Physiology, University of AbujaDepartment of Pharmaceutical Sciences, Ahmadu Bello UniversityDepartment of Computer and Robotics Education, University of NigeriaDepartment of Paediatrics, Nnamdi Azikiwe UniversityDepartment of Paediatrics, Nnamdi Azikiwe UniversityDepartment of Ophthalmology, Nnamdi Azikiwe UniversityDepartment of Obstetrics and Gynecology, Nnamdi Azikiwe University Teaching HospitalDepartment of Obstetrics and Gynecology, Nnamdi Azikiwe University Teaching HospitalDepartment of Paediatrics, Nnamdi Azikiwe UniversityEffective Care Research Unit, Department of Obstetrics and Gynaecology, Nnamdi Azikiwe UniversityDepartment of Medical Physiology, College of Medicine and Health Sciences, University of RwandaDepartment of Human Physiology, Nnamdi Azikiwe UniversityAbstract Background A significant gap exists in understanding the effectiveness of intra-class (same-class) level peer mentorship programmes designed to enhance academic performance, well-being, and student involvement among underperforming medical students. This study assessed the effectiveness of intra-class (same-class) peer mentorship programme on the academic performances, subjective well-being and school engagement of academically underperforming medical students in Nigeria. Methods This was a quasi-experimental research consisting of the pretest-posttest control design at Nnamdi Azikiwe University, Awka, Nigeria. Preclinical medical students from same class level were categorised into three groups: 7 academically underperforming students (mentees) scoring below 45% on the continuous assessment test (CAT), 12 mentors scoring 70% or above, and 30 controls scoring between 50% and 70%. Participants completed the Subjective Vitality Scale (SVS) and the self-University Student Engagement Inventory (USEI) before and after the 6-month programme, led by an experienced educationist. A post-programme CAT assessed academic performance, and quantitative data were analysed using paired-samples t-tests to evaluate changes in academic performance, SVS and USEI. The dimensions of students’ subjective vitality and the school engagement were considered in the analysis. Results A total of 49 students were included in the study, with 7 (14.3%) in the mentee group, 12 (24.3%) in the mentor group and 30 (61.2%) in the control group. The same-class peer mentorship intervention led to a significant improvement in CAT scores for the mentee group, with their median score rising from 40.0 to 70.0% (p = 0.003), while the control group’s median slightly decreased. The mentee group’s SVS (p = 0.722) and USEI (p = 0.388) scores non-significantly improved post-intervention. However, specific USEI items revealed significant post-intervention improvements in mentees’ classroom engagement or increased participation in discussions (p = 0.001) and enjoyment of school (p = 0.031). SVS items showed non-significant differences between groups post-intervention. Conclusion The same-class peer mentorship intervention significantly improved CAT scores among academically underperforming medical students, with modest gains in SVS and USEI scores. While overall vitality and engagement changes were not significant, classroom engagement improved. These findings support intra-class peer mentorship in medical education.https://doi.org/10.1186/s12909-025-06728-4Academic achievementEnergyPromotionSurvivalVitality |
| spellingShingle | George Uchenna Eleje David Chibuike Ikwuka Kingsley Chinaza Nwosu Lydia Ijeoma Eleje Obiageli Ifeoma Ikwuka Nasiru Sani Jean Paul Niyoyita Kazeem Bidemi Okesina Uchechukwu Dimkpa Uchechukwu Kevin Nwanna Victor Bassey Archibong Eric Twizeyimana Niranjan Shridhar Divekar Samuel Ifedioranma Ogenyi Okwute Michael Ochayi Marcus Bushaku Elemi John Ani Kingsley Chidiebere Nwaogu Olufunke Onaadepo Ibrahim Mohammed Sule Emmanuel Chukwunweike Nwangwu Chisom Adaobi Nri-Ezedi Chinyere Ukamaka Onubogu Arinze Anthony Onwuegbuna Theophilus Osaje Okonoboh Onyecherelam Monday Ogelle Ezinne Ifeyinwa Nwaneli Joseph Ifeanyichukwu Ikechebelu Diresibachew Haile Wondimu Edwin Okechukwu Nwobodo Effects of intra-class peer mentorship intervention programme on the academic performances of academically underperforming medical students in Nigeria BMC Medical Education Academic achievement Energy Promotion Survival Vitality |
| title | Effects of intra-class peer mentorship intervention programme on the academic performances of academically underperforming medical students in Nigeria |
| title_full | Effects of intra-class peer mentorship intervention programme on the academic performances of academically underperforming medical students in Nigeria |
| title_fullStr | Effects of intra-class peer mentorship intervention programme on the academic performances of academically underperforming medical students in Nigeria |
| title_full_unstemmed | Effects of intra-class peer mentorship intervention programme on the academic performances of academically underperforming medical students in Nigeria |
| title_short | Effects of intra-class peer mentorship intervention programme on the academic performances of academically underperforming medical students in Nigeria |
| title_sort | effects of intra class peer mentorship intervention programme on the academic performances of academically underperforming medical students in nigeria |
| topic | Academic achievement Energy Promotion Survival Vitality |
| url | https://doi.org/10.1186/s12909-025-06728-4 |
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