Impact of Providing Peer Support on Medical Students' Empathy, Self-Efficacy, and Mental Health Stigma

Abstract

Background: Peer-support programs in medical school can buffer feelings of inadequacy, anxiety, social isolation, and burnout, drawing upon the benefits of near-peer-support resources. This study examined the effects of providing support to students in a medical school peer-support program.

Methods: Using a pre-post, quasi-experimental study design, the investigators surveyed medical students who were peer supporters in their second through fourth years of medical school with four measures assessing (1) empathy, (2) self-efficacy, (3) mental health stigma, and (4) likelihood to assist peers with mental health problems to examine if serving as a volunteer peer supporter had any effect. Participants included 38 medical students that were actively enrolled peer supporters during the 2020-2021 year at a United States allopathic medical school.

Results: Medical students who participated as peer supporters were found to have higher ratings of empathy scores (Z = -1.964, p = 0.050, r = 0.34) and self-efficacy scores (Z = -2.060, p = 0.039, r = 0.35) after participation in the program. No significant changes were noted for mental health stigma or likelihood to assist peers with mental health problems.

Discussion: Peer-support programs present a low-cost, sustainable modality to promote wellbeing in medical students. There is a growing body of literature documenting the benefits of peer-support services. This brief, novel study examined the effects of providing peer support on the peer supporters and found higher self-reported ratings of empathy and self-efficacy after participation. These findings underscore peer-support programs as a valuable wellness resource not only for medical students who use the services but for those who provide them as well.

Keywords: empathy; medical education; mental health; peer support; stigma.

Figure 1

Box Plots of Pre-study and Post-study scores for Each Survey Measure. * Indicates statistically significant mean rank differences (α = 0.05) using Wilcoxon sum-rank tests.

Figure 2

Box Plot comparing baseline Self-Efficacy Scores between males and females who completed both surveys. * Indicates statistically significant mean differences (α = 0.05) using Welch’s t-tests.