By Michele Romero, CER, CIS, CRCST, CST, MEd

Peer mentorship plays a critical role in the education and development of students, particularly in fields like the surgical sciences. For surgical technology, where precision, skill and knowledge are paramount, peer mentorship in the classroom can help bridge the gap between theory and practice.

While many programs implement peer teaching to some extent, peer mentorship takes this a step further, allowing experienced Surgical Technology students the opportunity to foster a more collaborative environment, strengthen skills and promote both academic and professional growth with incoming and/or 2nd year students.

What started as a school retention project led to a voluntary peer mentorship program we continue to grow at GateWay Community College in Phoenix, AZ. Students were initially assigned required modules to learn the importance of the mentor/mentee relationship and were given check-in assignments during the first weeks of class, midterms and to prepare for finals. Overwhelmingly, the students were receptive to the idea of mentoring but wanted it to be on a volunteer basis. From this feedback, our peer mentorship evolved into a voluntary program where I match senior mentors (2nd year students) to freshmen mentees (1st year students), as well as graduates with senior students.

Students have expressed how much they enjoy learning from a peer who is still in the program, and they like knowing peer mentorship is an option available to them. Students can request a mentor at any time, and they appreciate mentor support during open labs, specifically when preparing for required lab finals/procedures and exams.

We typically have five to seven volunteers per cohort. If there are more mentees than mentors, I will ask if a mentor volunteer feels comfortable pairing up with a second student. If a senior volunteer mentors a freshman, they are very likely to continue to volunteer as a program graduate. We even have one student who was a mentor and is now adjunct faculty with us, and we are implementing a mentor module as part of the program’s growth strategy.

Peer mentorship in the classroom, while under the guidance of a qualified faculty member, helps students practice and refine their skills in a low-pressure environment before applying them in clinical settings. Senior students can provide immediate feedback on procedures, techniques and instruments, enhancing learning and skill development (Bray et al., 2013). Through this collaborative learning process, students can better prepare for real-world surgical tasks.

The operating room is inherently a team-based environment, where effective communication, collaboration and mutual trust are crucial. Peer mentorship in the classroom setting fosters these skills early on by encouraging students to work together, share knowledge and support each other’s growth. Through peer mentoring, students learn the value of giving and receiving feedback and the importance of a cooperative environment within surgical teams. Through discussions with peers, students can refine their ability to express concerns, ask for clarification and give clear instructions, all of which are essential skills for safe and successful patient outcomes.

In surgical sciences, reflection is key to improving both technique and patient care. Peer mentorship encourages students to engage in reflective practice by sharing their experiences and challenges. Discussing cases, procedures, and mistakes with peers allows for deeper insight and fosters continuous improvement. Mentors can guide mentees in how to reflect constructively on their performance, leading to a better understanding of both strengths and areas for development (Duffy et al., 2012).

Being a peer mentor is not only beneficial for the mentee but also for the mentor. By guiding others, mentors refine their own skills, improve their leadership qualities and solidify their own understanding of complex surgical concepts. A study conducted in surgical education, where teaching and leading teams is an essential part of practice, revealed that peer mentorship offers early opportunities for students to develop leadership and teaching skills that will serve them well throughout their careers (Norman, 2009).

Peer mentorship plays an indispensable role in preparing students for the demands of their profession. Through enhanced clinical skills, improved confidence, better communication and teamwork, peer mentorship provides a foundation for future success in the operating room. By fostering a supportive and collaborative learning environment, it enables students to learn from each other, develop their leadership abilities and reflect on their practices. When students learn from peers, they are often more actively engaged in the material. Research has shown that peer interaction improves cognitive skills and boosts motivation because students are more invested in learning from their peers who are seen as equals (Johnson et al., 2003).

Whether implementing mentorship within the Surgical Technology program or beyond, peer mentoring programs can create more inclusive, supportive and dynamic environments that benefit students at all levels. By defining clear goals, pairing mentors with mentees and setting expectations, you can create a sustainable and impactful peer mentorship program that enhances the overall learning experience.

Interested in learning more? Michelle Romero recommends the following resources referenced in her article:

  • Bray, S., & Bray, R. (2013). Peer Mentoring in Medical Education: An Approach for Enhancing Clinical Competence. Journal of Surgical Education, 70(5), 688-695.
  • Duffy, J. A., & Suter, E. (2012). Reflective Practice and Peer Mentorship in Surgical Education. Journal of Medical Education, 41(7), 857-864.
  • Johnson, D. W., Johnson, R. T., & Smith, K. A. (2003). Active Learning: Cooperation in the College Classroom. Edina, MN: Interaction Book Company.
  • Norman, G. R. (2009). Peer Teaching and Leadership in Surgical Education. The American Journal of Surgery, 198(5), 512-516.

Michele Romero, CER, CIS, CRCST, CST, MEd is Clinical Coordinator at GateWay Community College in Phoenix, AZ. She also serves as an expert witness.