by Neha S. Anand, MPH | September 1, 2021 Article Citation: Yang MM, Golden BP, Cameron KA, Gard L, Bierman JA, Evans DB, Henschen BL. (2021). Learning through Teaching: Peer Teaching and Mentoring Experiences among Third-Year Medical Students. Teach Learn Med 2022; 34(4):360-367. DOI: 10.1080/10401334.2021.1899930 What is this article about? This article sought to understand medical students’ perceptions and experiences of peer teaching and mentoring in longitudinal, outpatient clinical settings through a study of two different primary outpatient primary care clerkships at Northwestern University Feinberg School of Medicine (FSM). In 2015 and 2016, students were randomized to either the individual preceptorship (IP) clerkship, which followed a more traditional model of one-on-one preceptorship for the first two years of medical school and a four-week primary care block during third year, or the Education Centered Medical Home (ECMH) clerkship. The ECMH included students from all four years who worked together under a single preceptor throughout the duration of medical school, which created an environment conducive to peer teaching. A total of 33 students (14 IP and 19 ECMH students) participated in semi-structured interviews during their third year. Their responses were used for qualitative analysis to gain insight into their experiences peer teaching and serving as role models or mentors. Why should you read the article? This article reveals three interesting themes related to peer mentoring based on the student interviews: 1) “diversity of peer teaching and mentoring opportunities,” 2) “transitioning one’s role from learner to teacher,” and 3) “personal and professional development.” The article elaborates on the differences in experiences between the ECMH students and the IP students, including how ECHM cited the curriculum design as a key promoter of peer teaching and mentoring, expressed personal responsibility for the success of their mentees, and were more likely to describe increased confidence and independence with teaching. How can you use this article? Learning environments that promote peer mentoring in medical school are important for the professional and personal development of students into teachers. Curricula that incorporate peer mentoring may better prepare students for their future roles as resident and physician teachers as well as patient educators. A longitudinal setting that allows students at different knowledge levels to interact could be one way to provide consistent opportunities for peer mentoring experiences. Review Author: Neha S. Anand, MPH, fourth year medical student at Johns Hopkins University School of Medicine, Baltimore, MD. Organization: Council on Medical Student Education in PediatricsLearning through Teaching: Peer Teaching and Mentoring Experiences among Third-Year Medical Students