An Experimental Study of the Effect of Near-Peer Mentorship on First-Year Medical Students’ Personal Learning Plan Program

Background: Near-peer mentorship was associated with academic achievement and improved soft skills. Personal learning plans (PLPs) were structured tools of self-regulation to map individual learning needs and strategies. Thus, if near-peer mentor support was used to train junior medical students to use PLP, they could be guided toward skills of reflection, timekeeping, self-modulation, and improved scores at the start of medical education enabling them to grow into self-directed, life-long learners. Therefore, this study aimed to explore the impact of PLP among 1 st -year medical students trained with near-peer mentor support. Methodology: This interventional study was conducted among 174 1 st -year medical students of a medical college in India from 13 July, 2023 to August 2025. Cases and controls were selected by the simple randomization. Trained near-peer mentors were assigned to case group to assist them in PLP use for anatomy lectures for 6 months. Three assessments were taken. Academic scores were recorded. Students’ feedback was documented at the beginning and end of intervention. The collected data were analyzed using Python script. Results: Cases showed a statistically significant improvement ( P < 0.0000) over control with large to very large effect sizes (Cohen’s d: 1.02–3.33) in later assessments. Postintervention feedback was positive, with agreement that PLPs were beneficial. Highest means were recorded for organizing the objectives and remembering goals (both 4.18), suggesting PLPs excelled in structuring learning. Conclusion: Near-peer mentor support was effective in eliciting improved academic performance and positive students’ perception in PLP program.