Enhancing resilience: the impact of a near-peer mentoring program on medical students

Introduction: Emerging adulthood is a vulnerable period and can be a crisis for many youth, leading to serious mental health problems. Medical students are especially vulnerable due to their high exposure to stressors, requiring enhanced resilience to cope with academic challenges. This study measured the effectiveness of a near-peer mentoring program in terms of resilience.

Methods: A non-randomised controlled trial was conducted at Semmelweis University involving 133 medical students. The case group (n = 94) comprised students who participated in a mentoring program as mentors or mentees. The control group (n = 39) did not participate in mentoring. Data was collected at two points, 5 months apart, at the semester’s start (August 2022) and end (February 2023). Self-report measures included sociodemographics, resilience (Connor-Davidson Resilience Scale), and depression (Depression Anxiety and Stress Scale). Statistical analysis involved descriptive statistics and mixed linear models for repeated-measures ANOVA.

Results: Results showed a significant increase in resilience for the case group compared to the control group (F (1, 129) = 5.578, p = 0.020), with no significant main effect of time. There was a significant interaction effect between intervention and time on resilience (F (1.000, 129.000) = 4.915, p = 0.028). Depression scores showed no significant group difference but a significant main effect of time (F (1.000, 129.000) = 4.725, p = 0.032) and the interaction effect between intervention and time on depression (F (1.000, 129.000) = 4.018, p = 0.047).

Discussion: This mentoring program effectively increased resilience and helped maintain mental health, contributing to developing skilled healthcare professionals—where resilience remains a key strength for 21st-century doctors.

1 Introduction

Near-peer mentoring refers to a mentoring relationship in which a senior student (mentor) provides guidance and support to a fresher student (mentee) (Pölczman et al., 2024). This approach benefits both mentors and mentees by fostering professional and personal growth. Several studies have shown that peer mentoring is an efficient and cost-effective way to help first-year students cope with challenges, reduce stress and prevent burnout, and adjust to the new environment at the beginning of their university career (Singh et al., 2014; Abdolalizadeh et al., 2017; Zhang et al., 2017; Akinla et al., 2018; Lapp et al., 2018; Nimmons et al., 2019). Mentoring can put mentors’ previously acquired theoretical knowledge into practice and greatly improve their self-awareness and sense of responsibility (Singh et al., 2014; Kukreja, 2018; Prunuske et al., 2019; Pölczman et al., 2024). Mentors, in particular, often develop greater empathy, enhanced problem-solving and practical skills through their engagement in mentoring activities (Yusoff et al., 2010; Singh et al., 2014; Kukreja, 2018; Prunuske et al., 2019; Mohd Shafiaai et al., 2020). The experiences gained during mentoring are also essential milestones for mentees and mentors alike, as vital skills are also acquired to help students become the best healthcare professionals possible (Pölczman et al., 2024).

However, mentoring can be challenging, with numerous difficulties and limitations. Mentoring relationships can face challenges such as communication barriers, time management issues, and mismatched expectations. For example, mentors may struggle to balance their academic responsibilities with mentoring duties, and mismatched expectations between mentors and mentees can lead to dissatisfaction (Cho and Lee, 2021; Pölczman et al., 2024).

As in previous studies, students reported a wide range of benefits due to their participation in mentoring programs. The most commonly reported benefits were improved social skills and reduced anxiety (Kalén et al., 2012; Kovács and Kovács, 2012; Al-Dubai et al., 2013; Rehman et al., 2014; Chatterton et al., 2018; Altonji et al., 2019; Prunuske et al., 2019; Jordan et al., 2020; Laurence et al., 2020; Mohd Shafiaai et al., 2020; Atlas et al., 2021). Mentees and mentors also receive academic support and professional and personal development (Yusoff et al., 2010; Kalén et al., 2012; Kovács and Kovács, 2012; Al-Dubai et al., 2013; Rehman et al., 2014; Singh et al., 2014; Abdolalizadeh et al., 2017; Zhang et al., 2017; Kukreja, 2018; Altonji et al., 2019; Prunuske et al., 2019; Laurence et al., 2020; Mohd Shafiaai et al., 2020; Atlas et al., 2021). Yusoff et al. (2010) found that a mentoring program at a Malaysian university helped reduce stress in 43% of mentees, helped them adjust to university life, and increased their self-confidence. In addition, the program was also beneficial in improving students’ resilience (Yusoff et al., 2010). In a longitudinal study, participants experienced reduced levels of stress and burnout and improved quality of life after participating in a mentoring program (Zhang et al., 2017). In another study, mentors reported that the mentoring experience helped them to cope better with difficulties and new situations (Abdolalizadeh et al., 2017). Kukreja (2018) examined the impact of a 7-month-long mentoring program on mental health and resilience outcomes. The qualitative findings showed that mentors experienced an improvement in their resilience and mental health over time (Kukreja, 2018).

Emerging adulthood is a vulnerable period and can be a crisis for many youths, causing severe mental health problems, such as depression and anxiety (Arnett et al., 2014; Heinen et al., 2017). This is particularly important for medical students, who have to cope with countless challenging situations throughout their demanding university studies (Dyrbye et al., 2006; Dyrbye et al., 2008; Dyrbye et al., 2009). The characteristics of the learning environment influence student mental health, emotional well-being, and academic performance greatly (Dyrbye et al., 2009; Rehman et al., 2014), for instance, by participating in dissections, examination burden and high academic workload (Sándor et al., 2015). According to the international and domestic literature, compared to the general population, medical students and professionals show poor mental health with high rates of mental distress, anxiety, depression, and suicidal thoughts (Dyrbye et al., 2006; Dyrbye et al., 2009; Győrffy et al., 2013; Grant et al., 2015; Rotenstein et al., 2016; Heinen et al., 2017; Moutinho et al., 2017; Torales et al., 2019; Wilkes et al., 2019; Aziz et al., 2020; Jordan et al., 2020; Kaewpila et al., 2020; Rajapuram et al., 2020; Cho and Lee, 2021; Tlili et al., 2021; Whistle, 2021; Langness et al., 2022). Furthermore, the prevalence of burnout syndrome among medical students can be as high as 50% (Dyrbye et al., 2006; Ádám and Hazag, 2013; IsHak et al., 2013; Ádám et al., 2014; Dyrbye and Shanafelt, 2016; Tlili et al., 2021). These problems have a major negative impact on students’ lives, mental and physical health, and professional development. Lower academic performance, less commitment to patient care, and cynicism are expected to be detrimental to the mental health of future physicians (Dyrbye et al., 2006; Rotenstein et al., 2016; Moutinho et al., 2017). Mentoring programs can help alleviate these pressures by fostering social support, providing guidance, building students’ resilience to manage challenges effectively, and improving their overall well-being and mental health over time (Yusoff et al., 2010; Rehman et al., 2014; Abdolalizadeh et al., 2017; Kukreja, 2018; Altonji et al., 2019; Prunuske et al., 2019). A study found that students with mentors who could provide emotional and social support could cope better with anxiety and support other students (Rehman et al., 2014). Resilience was also found to be lower among medical students compared to the general population (Saeed et al., 2016; Lin et al., 2019). Resilience is described as a flexible ability to adapt, enabling people to succeed and develop positively in the face of challenges, which can be observed in individuals and groups (Howe et al., 2012; Thompson et al., 2016). This suggests that resilience can be learned or changed and depends on social and personal factors (Thompson et al., 2016).

Recent studies have shown that resilient people are less prone to depression (Goldstein et al., 2013) and have lower rates of suicide (Min et al., 2012). Dai and Smith (2023) found several perspectives of resilience to depression. They found that having a clear purpose in life, positive emotions, emotional stability, adaptive coping strategies and social support, and pro-social tendencies (e.g., altruism) have been shown to promote resilience to depression (Dai and Smith, 2023). When individuals learn ‘resilience’ through mentoring or coaching, depression can be effectively prevented (Thompson et al., 2016).

The aim of the present study is to investigate whether a near peer mentoring program can impact student resilience and mental health outcomes in a medical school setting.

2 Materials and methods

2.1 Study design

A non-randomised controlled trial was conducted at Semmelweis University, Faculty of Medicine, Budapest, Hungary. The sample consisted of two groups: case and control groups. The case group included medical students enrolled in a mentoring program as mentors or mentees at that time. The medical students in the control group did not participate in the mentoring program. The grouping was independent of this study. A volunteer sample of students participated in the program and the study. Both groups were measured at two time points within a 5-month interval: at the beginning of the semester in August 2022 (Time-1, T1) and at the end of the semester in February 2023 (Time-2, T2). This was before and after participation in the mentoring program for the case group.

Convenience sampling was used, and responses were collected using a secure and anonymous online survey sent to all Hungarian medical students (n = 300) via email. It took approximately 10 min to complete the survey. The paired data analysis included only participants who participated in both data collections. Responses from students who did not complete both surveys were removed from the data set.

2.2 Participants

Altogether, 133 medical students participated in both data collections. To follow up with participants while ensuring anonymity, participants created a five-digit code for themselves that, among others, included the capital letter of the place of birth and the number of siblings they have. Based on these codes provided by the participants, we paired their responses for data analysis. The data was anonymized, so it did not contain any personal identifiers. The participants took part in the study voluntarily, and their data confidentiality and anonymity were ensured, and they did not receive any benefit in return for participation.

2.3 Intervention

Semmelweis University offers a variety of physical, psychological, and social well-being activities. The Semmelweis Mentoring Program is part of the student well-being curriculum. The program was established in September 2019. In the academic year of 2022/2023, 120 first-year students (mentees) and 112 peer mentors participated in the mentoring program. Since then, the program has outgrown itself, and the demand for mentoring has tripled. Our Mentoring Program aims to help first-year students adapt to university life and to help students, both mentors and mentees, become resilient.

Mentors are minimum third-year students trained at the beginning of every semester on the following topics: boundaries of competence and goals in mentoring, stress and time management, assertive communication, and mental health support. They receive training in psychological/psychiatric emergencies and are taught how to initiate management in such circumstances. Furthermore, supplementary workshops are offered at regular intervals throughout the academic semester. For example, the mentors can participate voluntarily in resilience and behavior stress management programs. The latter is an international standardized behavioral stress management program (Kirby et al., 2006), a culturally adapted and standardized intervention in Hungary (Stauder et al., 2016). There is a combination of optional and mandatory attendance in the various parts.

The strength of the program lies in the training and workshops offered to mentors to monitor their work and commitment by keeping a Mentor Diary and offering two group supervision sessions per semester, which is unique among mentoring programs. Mentors also learn and teach their mentees how to manage and cope with stress more effectively. They also learn soft and adaptive problem-solving skills. These are taught and encouraged through training and workshops and refined through supervision.

Throughout the program, during supervision and in Mentor Diaries, students reflect on their thoughts and experiences. The Mentor Diary is a structured tool designed to guide mentors in reflecting on their mentees’ needs and mentoring work. It includes specific guiding questions and sections for mentors to note the frequency of meetings with the mentee and the key topics covered during those interactions.

The supervision sessions occur in a group setting with 8–15 students and a facilitator who is a medical doctor, a graduate of the University, or a psychologist. These sessions provide students with a safe place to ask questions, an opportunity to examine their personal experiences and interactions, and peer support. Self-reflection and self-awareness, as well as the peer support that students provide for each other, are also important impact factors of the program.

2.4 Description of materials

The self-completed questionnaire was composed of demographic questions and two following scales:

1. Demographic information: gender, age, year in medical school, and participation in the mentoring program.

2. CD-RISC - Connor-Davidson Resilience Scale: validated for use in Hungarian (Járai et al., 2015). and developed to assess the level of resilience. It contains 10 items, scored on a 5-point Likert scale from 0 to 4. A higher overall score indicates a higher degree of resilience.

3. DASS-21 - Depression Anxiety and Stress Scale: This 21-item scale is scored on a 4-point Likert scale from 0 to 3 and is validated for use in Hungarian (Szabó, 2009). The scale is divided into 3 subscales: depression, anxiety, and stress. Every subscale contains 7 items. The score on each subscale is obtained by adding the items together. A higher score reflects a higher level of depression, anxiety, and perceived stress. For the analysis, only the depression subscale was used.

2.5 Statistical analysis

Statistical analysis was performed using SPSS 28 (SPSS Inc., Chicago, Illinois, USA). Descriptive statistics were applied to the demographic characteristics and all other variables (resilience and depression). Levene’s normality tests were performed, but the results did not achieve statistical significance (p > 0.05), so parametric tests were then used.

A mixed linear model approach to repeated measures ANOVA was carried out to examine the difference in mean scores between the case group and control group across all time points (main effect). Additionally, it was used to evaluate potential interaction effects between the within-subjects factor (time) and the between-subjects factor (intervention). A mixed linear model was chosen for its ability to handle repeated measures data, which is particularly suitable for non-randomised controlled trials. The models were adjusted for the following covariates due to their potential influence on resilience and mental health outcomes: gender and age. The significance level was fixed at 0.05.

3 Results

3.1 Sample demographics

A total of 133 medical students were included in the study. Thirty out of the participants were male (23%), and one hundred-three were female (77%). Answers came from the 18–26 age group, and the mean age of participants was 20.55 years (SD = 1.948).

The case group consisted of 94 students who participated in the mentoring program, representing 71% of the total sample. This group contained fifty (35%) mentees and forty-four (33%) mentors. Forty-six of the students were in their first year, and the rest of the participants were in their second year or above. The control group consisted of thirty-nine students (29%) who did not take part in the mentoring program. In this group, 12 students were in their first year. The characteristics of the participants are presented in Table 1.

Table 1

Table 1. Characteristics of the sample.

3.2 Primary outcome

Analysis of CD-RISC scores of the group main effect showed that there was a significant increase in the resilience score in the case group (F(1, 129) = 5.578, p = 0.020) compared to the control group. The main effect of gender (F(1, 129) = 2.748, p = 0.100) and age (F(1, 129) = 0.303, p = 0.583) showed no significant increase in the resilience score. The main effect of time was not significant in the CD-RISC scores (F(1.000, 129.000) = 0.038, p = 0.846). The interaction effect between intervention and time was significant on resilience (F(1.000, 129.000) = 4.915, p = 0.028). There was a statistically significant increase in the resilience scores for the case group following the intervention, with the participants achieving scores higher than the control group, whose scores significantly decreased over time (Figure 1). The interaction effect between gender and time (F(1.000, 129.000) = 0.281, p = 0.597); and age and time (F(1.000, 129.000) = 0.010, p = 0.921) was not significant. The changes in CD-RISC scores over time in both groups can be seen in Table 2.

Figure 1

Figure 1. The changes in resilience score over time in both groups.

Table 2

Table 2. Comparison of case and control group scores on the CD-RISC and DASS-depression subscale across time points.

3.3 Secondary outcome

Analysis of DASS-Depression scores of the group main effect showed that there were no significant differences in the depression score in the case group (F(1, 129) = 1.004, p = 0.318) compared to the control group. The main effect of gender (F(1, 129) = 2.663, p = 0.105) and age (F(1, 129) = 0.039, p = 0.843) showed no significant increase in the depression score. The main effect of time was significant in the depression scores (F(1.000, 129.000) = 4.725, p = 0.032). The interaction effect between intervention and time was significant on depression (F(1.000, 129.000) = 4.018, p = 0.047). There was a statistically significant increase in depression scores in the control group, with the participants achieving scores higher than the case group following the intervention, whose scores remained stable over time (Figure 2). The interaction effect between gender and time (F(1.000, 129.000) = 0.915, p = 0.341); and age and time (F(1.000, 129.000) = 1.646, p = 0.202) was not significant. The changes in DASS-Depression scores over time in both groups can be seen in Table 2.

Figure 2

Figure 2. The changes in depression score over time in both groups.

4 Discussion

In this study, the resilience among the case group was significantly higher compared to the control group. It could be reasoned that students who participated in the mentoring program may already have better coping mechanisms or greater resilience to academic stressors. This self-selection process may attract individuals who are more adept at managing the demands of their academic workload. Resilience showed significant improvement in the case group compared to the control group at the end of the semester. The results showed that those students who participated in the mentoring program had higher levels of resilience, while those who did not participate had decreased levels of resilience over time. There was no effect of gender and age on this trend. The findings of previous research are consistent with the findings of this study that near-peer mentoring programs have been shown to help mentors increase their resilience (Yusoff et al., 2010; Chatterton et al., 2018; Kukreja, 2018).

In previous years, research on mentoring’s impact on depression has found mixed results. Kukreja (2018) found no significant changes in mentors’ overall mental health or depression levels over the course of the examined period (Kukreja, 2018). In a cross-sectional study, students who participated in the one-year mentoring program did not have a higher level of mental health or quality of life than students who did not participate in the program (Bechara Secchin et al., 2020). Contrasting studies revealed that participation in a mentoring program resulted in a reduction in depression, anxiety, and stress levels among mentees (Sonawane et al., 2021; Harra and Vargas, 2023).

In this study, depressive symptoms increased significantly in the control group compared to the case group at the end of the semester. The results demonstrate that students who did not participate in the mentoring program had more depressive symptoms, while those who participated remained stable over time. There was no effect of gender and age on this trend. The results also showed that changes in depressive symptomatology over time may be attributed to the timing of our assessments, which were conducted at the end of the semester following the exam period. It is plausible that the stress and pressure associated with academic exams could have influenced participants’ depressive symptoms, resulting in fluctuations observed over time. It is important to note that despite the stress and fatigue, such an impact on students’ mental health was still achieved. This also shows that there is a correlation between participation in the program and a more balanced mental health.

The program did not improve symptoms of depression, but it would not have been realistic to expect the mentoring program to do so, nor is there an intervention for depression in the program. However, the mentoring program has been shown to be protective against worsening symptoms of depression, which may be a consequence of resilience. This underlines the importance of building resilience, and mentoring programs like this.

It is not only young adults in transition age who are more vulnerable to mental health problems, but 75% of mental health problems are established by age 24 (Kessler et al., 2005; Heinen et al., 2017), underscoring the crucial role of prevention, effective diagnosis and treatment in emerging adulthood. In addition, since the COVID-19 pandemic, the number of people living with depression and anxiety has risen significantly (WHO, 2022). Untreated mental health problems can have serious consequences that affect a young adult’s ability to lead fulfilling lives in the future. Therefore, the prevention of more serious mental health problems is imperative (Kaligis et al., 2023).

The more psychosocial resources are available to emerging adults, the lower their levels of depression, stress and anxiety (Sulimani-Aidan and Tayri-Schwartz, 2021; Brito and Soares, 2023). In a sample of emerging adults, Brito and Soares (2023) have found a negative predictive relationship between depression and meaning in life. According to the researchers, meaning in life is associated with a clear sense of purpose, and the satisfaction that results from this experience can reduce undesirable emotional states and promote resilience to depression (Brito and Soares, 2023; Dai and Smith, 2023). According to Pereira et al. (2018), social support and the ability to engage socially is a source of well-being. The emotional benefits of relationships with friends and family, known as social support, are of great relevance in emerging adulthood (Pereira et al., 2018). A large body of literature suggests that social support, both directly and indirectly - through resilience - promotes well-being, burnout, and depression prevention (Dyrbye et al., 2009; Howe et al., 2012; Thompson et al., 2016; Kukreja, 2018; Dai and Smith, 2023).

Mentoring relationships allow mentees to improve their social and problem-solving skills through socialization processes. This, together with social support, enables mentees to adapt more successfully to university life and its challenges and to connect better with their peers, all of which contribute to their resilience, which is essential for navigating complex professional environments in the future. Findings from previous studies suggest that a sense of belonging significantly impacts young people’s resilience and also serves as an explanation of how mentoring relationships contribute to resilience. Sense of belonging could mediate the association between mentoring relationships and resilience (Sulimani-Aidan and Tayri-Schwartz, 2021). Mentoring relationships and mentoring programs allow mentors to gain a sense of belonging and self-awareness. Mentoring programs help students practice empathy, which has been shown to contribute to mental health (Kukreja, 2018).

The results indicated that the mentors experienced several professional, personal, social, and emotional benefits following their participation in the mentoring program. The most frequently mentioned benefits were the development of their self-awareness and social support, both received from one another and from the mentees. Additionally, mentors reported that the program had facilitated soft skills development, including time management, problem-solving abilities, a sense of usefulness, and self-efficacy (Pölczman et al., 2024). Mentors’ growth in these key areas likely enhanced the quality of support provided to mentees, fostering a positive mentoring relationship. These skills are also fundamental for their future professional roles.

Some soft skills, for example, time management of mentors, are also developed indirectly. Not only do they develop them while helping their mentees, but they also have to balance their mentoring role with, for example, their own tasks and responsibilities. Other programs also recognize the importance and effectiveness of mentor training in developing students’ mentoring and communication skills (Usmani and Omaeer, 2016; Abdolalizadeh et al., 2017; Kukreja, 2018). In their study, Chatterton et al. found that as a result of their mentoring program and the training that preceded it, mentors reported increased resilience. Mentors reported that they themselves had a better understanding of university procedures and processes, which helped them in their own journey through medical school, and that their soft skills and understanding of resilience and professionalism developed as a result of taking part in the training and peer mentoring program (Chatterton et al., 2018). The question rightly arises as to whether mentoring programs have a place inacademic development. Providing support and guidance for the adjustment to university life is essential for medical students (Cho and Lee, 2021). In one study, mentors stated that mentoring was instrumental in developing characteristics and skills essential for success in the field of medicine (Mohd Shafiaai et al., 2020). Therefore, it is worth considering how peer mentoring can be applied more widely in the medical school curriculum (Prunuske et al., 2019). In light of the finding that mentoring did not directly alleviate depression but served as a protective factor against its worsening, it is important to explore how future mentoring programs can integrate mental health support. One potential approach is to train mentors to recognize early signs of depression and guide students toward appropriate mental health resources. Additionally, embedding mental health strategies into the mentoring framework—such as teaching coping mechanisms and promoting a supportive, empathetic environment—could enhance the program’s ability to address depressive symptoms. These efforts would help ensure that mentoring not only contributes to academic and personal growth but also supports students’ emotional well-being.

4.1 Limitations

The main limitation of this study is that the sample consisted of students from a single institution. While the single-institution setting may limit generalizability, this focused approach allowed us to analyze program impacts within a controlled environment. Future studies should explore long-term outcomes and the adaptability of mentoring programs across diverse healthcare settings, or include multiple higher education institutions, such as those with diverse learning environment, geographical and cultural contexts, to enhance the applicability of findings. Furthermore, a larger sample size would have increased the reliability of the findings, and more far-reaching conclusions could have been drawn. In our study, 50 mentees, 44 mentors, and 39 participants in the control group completed the survey. Dividing the control group into smaller subgroups (e.g., first-year students and older students not participating in the program) would have resulted in very small sample sizes, limiting reliability. Future research should aim to recruit larger, balanced samples and implement matched control groups to allow more detailed subgroup analyses of mentors and mentees, which could provide clearer insights into their respective experiences and benefits.

Self-selection bias is a potential limitation, as participants who chose to engage in mentoring may already differ from those who did not. This inherent difference could influence the observed outcomes. Future studies could explore alternative methods to better understand and address this bias, such as conducting qualitative interviews to capture the motivations and characteristics of participants and non-participants. This approach could offer deeper insights into the potential influence of self-selection on study outcomes. It must also be acknowledged that participation in our study was voluntary, which might have biased our results. If such a bias was present, then less motivated and less interested students may be under-represented in the sample. It is possible that non-respondents were simply less engaged rather than less satisfied, as the extent of their participation is unknown. The interpretation of the results should be done in this context.

While we focused on depression due to its clinical relevance, future studies will incorporate anxiety and stress measures for a holistic analysis to provide a more comprehensive understanding of the mentoring program’s effects.

However, the strength of this study is the longitudinal nature of data collection. It is unique in the literature on mentoring programs. Despite the limitations, the authors believe that this study’s general conclusions are firm and provide valuable information on the need for mentoring programs in medical schools. The results of the present study suggest that the evidence in support of mentoring is promising and that further longitudinal research is needed.

5 Conclusion

We recommend integrating structured mentoring programs into medical school curricula and providing training to mentors to maximize program effectiveness. Mentoring programs not only enhance student resilience but also contribute to developing resilient healthcare professionals, which can improve the quality of patient care. For instance, resilient healthcare professionals are better prepared to handle high-pressure situations, maintain empathy in patient interactions, and adapt to rapidly evolving medical environments, leading to better patient outcomes. The key strength of 21st-century doctors lies in their resilience.

Data availability statement

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

Ethics statement

The studies involving humans were approved by Regional, Institutional Scientific, and Research Ethics Committee of Semmelweis University (protocol number: 37/2022). The studies were conducted in accordance with the local legislation and institutional requirements. The participants provided their written informed consent to participate in this study.

Author contributions

LP: Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Software, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing. DÁ: Conceptualization, Data curation, Formal analysis, Methodology, Writing – original draft, Writing – review & editing. ZsG: Conceptualization, Methodology, Validation, Writing – original draft, Writing – review & editing. MJ: Conceptualization, Data curation, Writing – original draft, Writing – review & editing. AV: Conceptualization, Data curation, Writing – original draft, Writing – review & editing. GK: Data curation, Writing – original draft, Writing – review & editing. GyP: Supervision, Writing – original draft, Writing – review & editing. EG: Formal analysis, Supervision, Writing – original draft, Writing – review & editing, Investigation.

Funding

The author(s) declare that financial support was received for the research, authorship, and/or publication of this article. The contribution of the second author, DÁ, was supported by the Scientific Foundations of Education Research Program of the Hungarian Academy of Sciences (SZKF-12/2021).

Acknowledgments

We wish to thank all the mentors and mentees of the Semmelweis Mentoring Program for participating in this study and all other collaborators, the staff of the Mentoring Program who contributed to the implementation of the study. We would also like to thank Professor Kellermayer for his utmost support and his complete enthusiasm for the program.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

GyP declared that he was an editorial board member of Frontiers, at the time of submission. This had no impact on the peer review process and the final decision.

Generative AI statement

The authors declare that no Generative AI was used in the creation of this manuscript.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

References

Abdolalizadeh, P., Pourhassan, S., Gandomkar, R., Heidari, F., and Sohrabpour, A. A. (2017). Dual peer mentoring program for undergraduate medical students: exploring the perceptions of mentors and mentees. Med. J. Islam Republic Iran 31, 2–6. doi: 10.18869/mjiri.31.2

PubMed Abstract | Crossref Full Text | Google Scholar

Ádám, S., and Hazag, A. (2013). High prevalence of burnout among medical students in Hungary: engagement and positive parental attitudes as potential protective factors. Mentálhigiéné Pszichoszomatika 14, 1–23. doi: 10.1556/mental.14.2013.1.1

Crossref Full Text | Google Scholar

Ádám, S., Nistor, A., Nistor, K., and Hazag, A. (2014). Negative and positive predictive relationships between coping strategies and the three burnout dimensions among Hungarian medical students. Orv. Hetil. 155, 1273–1280. doi: 10.1556/oh.2014.29949

PubMed Abstract | Crossref Full Text | Google Scholar

Akinla, O., Hagan, P., and Atiomo, W. (2018). A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical students. BMC Med. Educ. 18:98. doi: 10.1186/s12909-018-1195-1

PubMed Abstract | Crossref Full Text | Google Scholar

Al-Dubai, S. A. R., Alshagga, M. A., and Manaf, M. R. A. (2013). Mentoring and perceived stress level among private medical students: a Malaysian perspective. Procedia. Soc. Behav. Sci. 93, 276–280. doi: 10.1016/j.sbspro.2013.09.189

Crossref Full Text | Google Scholar

Altonji, S. J., Baños, J. H., and Harada, C. N. (2019). Perceived benefits of a peer mentoring program for first-year medical students. Teach. Learn. Med. 31, 445–452. doi: 10.1080/10401334.2019.1574579

PubMed Abstract | Crossref Full Text | Google Scholar

Arnett, J. J., Žukauskienė, R., and Sugimura, K. (2014). The new life stage of emerging adulthood at ages 18–29 years: implications for mental health. Lancet Psychiatry 1, 569–576. doi: 10.1016/S2215-0366(14)00080-7

PubMed Abstract | Crossref Full Text | Google Scholar

Atlas, A. M., Seltzer, E. S., Watters, A., Riley, B., and Chan, T. (2021). A global perspective of mentorship in medical schools: systematic review from 2014 to 2019. Med. Sci. Educ. 31, 969–977. doi: 10.1007/s40670-021-01252-8

PubMed Abstract | Crossref Full Text | Google Scholar

Aziz, A., Mahboob, U., and Sethi, A. (2020). What problems make students struggle during their undergraduate medical education? A qualitative exploratory study. Pak. J. Med. Sci. 36, 1020–1024. doi: 10.12669/pjms.36.5.2267

PubMed Abstract | Crossref Full Text | Google Scholar

Bechara Secchin, L. S., da Silva Ezequiel, O., Vitorino, L. M., ALG, L., and Lucchetti, G. (2020). Implementation of a longitudinal mentorship program for quality of life, mental health, and motivation of Brazilian medical students. Acad. Psychiatry 44, 200–204. doi: 10.1007/s40596-019-01141-8

PubMed Abstract | Crossref Full Text | Google Scholar

Brito, A. D., and Soares, A. B. (2023). Well-being, character strengths, and depression in emerging adults. Front. Psychol. 14:1238105. doi: 10.3389/fpsyg.2023.1238105

PubMed Abstract | Crossref Full Text | Google Scholar

Chatterton, E., Anis, F., Atiomo, W., and Hagan, P. (2018). Peer Mentor schemes in medical school: their need, their value and training for peer mentors. Stud. Engag. High. Educ. J. 2, 47–60.

Google Scholar

Cho, M., and Lee, Y.-S. (2021). Voluntary peer-mentoring program for undergraduate medical students: exploring the experiences of mentors and mentees. Korean J. Med. Educ. 33, 175–190. doi: 10.3946/kjme.2021.198

PubMed Abstract | Crossref Full Text | Google Scholar

Dai, Q., and Smith, G. D. (2023). Resilience to depression: implication for psychological vaccination. Front. Psych. 14:1071859. doi: 10.3389/fpsyt.2023.1071859

PubMed Abstract | Crossref Full Text | Google Scholar

Dyrbye, L., and Shanafelt, T. (2016). A narrative review on burnout experienced by medical students and residents. Med. Educ. 50, 132–149. doi: 10.1111/medu.12927

PubMed Abstract | Crossref Full Text | Google Scholar

Dyrbye, L. N., Thomas, M. R., Harper, W., Massie, F. S. Jr., Power, D. V., Eacker, A., et al. (2009). The learning environment and medical student burnout: a multicentre study. Med. Educ. 43, 274–282. doi: 10.1111/j.1365-2923.2008.03282.x

PubMed Abstract | Crossref Full Text | Google Scholar

Dyrbye, L. N., Thomas, M. R., Massie, F. S., Power, D. V., Eacker, A., Harper, W., et al. (2008). Burnout and suicidal ideation among U.S. medical students. Ann. Intern. Med. 149, 334–341. doi: 10.7326/0003-4819-149-5-200809020-00008

PubMed Abstract | Crossref Full Text | Google Scholar

Dyrbye, L. N., Thomas, M. R., and Shanafelt, T. D. (2006). Systematic review of depression, anxiety, and other indicators of psychological distress among U.S. and Canadian medical students. Acad. Med. 81, 354–373. doi: 10.1097/00001888-200604000-00009

PubMed Abstract | Crossref Full Text | Google Scholar

Goldstein, A. L., Faulkner, B., and Wekerle, C. (2013). The relationship among internal resilience, smoking, alcohol use, and depression symptoms in emerging adults transitioning out of child welfare. Child Abuse Negl. 37, 22–32. doi: 10.1016/j.chiabu.2012.08.007

PubMed Abstract | Crossref Full Text | Google Scholar

Grant, A., Rix, A., Winter, P., Mattick, K., and Jones, D. (2015). Support for medical students with mental health problems: a conceptual model. Acad. Psychiatry 39, 16–21. doi: 10.1007/s40596-014-0154-3

PubMed Abstract | Crossref Full Text | Google Scholar

Győrffy, Z., Csala, I., and Sándor, I. (2013). Medical students of Hungary. A changing profession or feminisation? Orv. Hetil. 154, 1950–1958. doi: 10.1556/oh.2013.29766

PubMed Abstract | Crossref Full Text | Google Scholar

Harra, R. C., and Vargas, I. (2023). A peer-based mentoring program for reducing anxiety and depression symptoms among college students: A preliminary study. J. Am. Coll. Heal. 72, 3491–3498. doi: 10.1080/07448481.2023.2172580

PubMed Abstract | Crossref Full Text | Google Scholar

Heinen, I., Bullinger, M., and Kocalevent, R.-D. (2017). Perceived stress in first year medical students - associations with personal resources and emotional distress. BMC Med. Educ. 17:4. doi: 10.1186/s12909-016-0841-8

PubMed Abstract | Crossref Full Text | Google Scholar

Howe, A., Smajdor, A., and Stöckl, A. (2012). Towards an understanding of resilience and its relevance to medical training. Med. Educ. 46, 349–356. doi: 10.1111/j.1365-2923.2011.04188.x

PubMed Abstract | Crossref Full Text | Google Scholar

IsHak, W., Nikravesh, R., Lederer, S., Perry, R., Ogunyemi, D., and Bernstein, C. (2013). Burnout in medical students: a systematic review. Clin. Teach. 10, 242–245. doi: 10.1111/tct.12014

PubMed Abstract | Crossref Full Text | Google Scholar

Járai, R., Vajda, D., Hargitai, R., Nagy, L., Csókási, K., and Kiss, E. C. (2015). A Connor—Davidson Rezíliencia Kérdõív 10 itemes változatának jellemzõi. Alkalmazott Pszichol. 15, 129–136. doi: 10.17627/ALKPSZICH.2015.1.129

Crossref Full Text | Google Scholar

Jordan, R. K., Shah, S. S., Desai, H., Tripi, J., Mitchell, A., and Worth, R. G. (2020). Variation of stress levels, burnout, and resilience throughout the academic year in first-year medical students. PLoS One 15:e0240667. doi: 10.1371/journal.pone.0240667

PubMed Abstract | Crossref Full Text | Google Scholar

Kaewpila, W., Thaipisuttikul, P., Awirutworakul, T., Jumroonrojana, K., Pitidhammabhorn, U., and Stevens, F. (2020). Depressive disorders in Thai medical students: an exploratory study of institutional, cultural, and individual factors. Int. J. Med. Educ. 11, 252–260. doi: 10.5116/ijme.5fbe.4ce5

PubMed Abstract | Crossref Full Text | Google Scholar

Kalén, S., Ponzer, S., Seeberger, A., Kiessling, A., and Silén, C. (2012). Continuous mentoring of medical students provides space for reflection and awareness of their own development. Int. J. Med. Educ. 3, 236–244. doi: 10.5116/ijme.50ad.328c

Crossref Full Text | Google Scholar

Kaligis, F., Ismail, R. I., Wiguna, T., Prasetyo, S., Gunardi, H., Indriatmi, W., et al. (2023). Effectiveness of an online mental health strengthening module to build resilience and overcome stress for transitional aged medical students. Front. Digit. Health 5:1207583. doi: 10.3389/fdgth.2023.1207583

PubMed Abstract | Crossref Full Text | Google Scholar

Kessler, R. C., Berglund, P., Demler, O., Jin, R., Merikangas, K. R., and Walters, E. E. (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Arch. Gen. Psychiatry 62, 593–602. doi: 10.1001/archpsyc.62.6.593

PubMed Abstract | Crossref Full Text | Google Scholar

Kirby, E. D., Williams, V. P., Hocking, M. C., Lane, J. D., and Williams, R. B. (2006). Psychosocial benefits of three formats of a standardized behavioral stress management program. Psychosom. Med. 68, 816–823. doi: 10.1097/01.psy.0000238452.81926.d3

PubMed Abstract | Crossref Full Text | Google Scholar

Kovács, M., and Kovács, E. (2012). “Veszélyben az orvostanhallgatók?” - hallgatói kiégés és tanulmányok iránt mutatott elkötelezettség. Mentálhigiéné Pszichoszomatika 13, 163–179. doi: 10.1556/Mental.13.2012.2.4

Crossref Full Text | Google Scholar

Kukreja, G. (2018). The mental health and resilience benefits of being a peer mentor master of arts. London, Ontario, Canada: The University of Western Ontario.

Google Scholar

Langness, S., Rajapuram, N., Marshall, M., Rahman, A. S., and Sammann, A. (2022). Risk factors associated with student distress in medical school: associations with faculty support and availability of wellbeing resources. PLoS One 17:e0265869. doi: 10.1371/journal.pone.0265869

PubMed Abstract | Crossref Full Text | Google Scholar

Lapp, H., Makowka, P., and Recker, F. (2018). Peer-mentoring program during the preclinical years of medical School at Bonn University: a project description. GMS. J. Med. Educ. 35:Doc7. doi: 10.3205/zma001154

PubMed Abstract | Crossref Full Text | Google Scholar

Laurence, C. E., Jones, J. R., Stone, S. N., Moses-Hampton, M., Yates, S. J., Khalil, M. E., et al. (2020). Feasibility and impact of a student-led, semi-structured, near-peer student guides program on navigating through medical school. Med. Sci. Educ. 30, 457–466. doi: 10.1007/s40670-020-00929-w

PubMed Abstract | Crossref Full Text | Google Scholar

Lin, Y. K., Lin, C.-D., Lin, B. Y.-J., and Chen, D.-Y. (2019). Medical students’ resilience: a protective role on stress and quality of life in clerkship. BMC Med. Educ. 19:473. doi: 10.1186/s12909-019-1912-4

PubMed Abstract | Crossref Full Text | Google Scholar

Min, J.-A., Lee, N.-B., Lee, C.-U., Lee, C., and Chae, J.-H. (2012). Low trait anxiety, high resilience, and their interaction as possible predictors for treatment response in patients with depression. J. Affect. Disord. 137, 61–69. doi: 10.1016/j.jad.2011.12.026

PubMed Abstract | Crossref Full Text | Google Scholar

Mohd Shafiaai, M. S. F., Kadirvelu, A., and Pamidi, N. (2020). Peer mentoring experience on becoming a good doctor: student perspectives. BMC Med. Educ. 20:494. doi: 10.1186/s12909-020-02408-7

PubMed Abstract | Crossref Full Text | Google Scholar

Moutinho, I. L., Maddalena, N. C., Roland, R. K., Lucchetti, A. L., Tibirica, S. H., Ezequiel, O. D., et al. (2017). Depression, stress and anxiety in medical students: A cross-sectional comparison between students from different semesters. Rev. Assoc. Med. Bras. 63, 21–28. doi: 10.1590/1806-9282.63.01.21

PubMed Abstract | Crossref Full Text | Google Scholar

Nimmons, D., Giny, S., and Rosenthal, J. (2019). Medical student mentoring programs: current insights. Adv. Med. Educ. Pract. 10, 113–123. doi: 10.2147/AMEP.S154974

PubMed Abstract | Crossref Full Text | Google Scholar

Pereira, A. S., Willhelm, A. R., Koller, S. H., and Almeida, R. (2018). Risk and protective factors for suicide attempt in emerging adulthood. Ciencia Saude Coletiva 23, 3767–3777. doi: 10.1590/1413-812320182311.29112016

PubMed Abstract | Crossref Full Text | Google Scholar

Pölczman, L., Jámbor, M., Győrffy, Z., Purebl, G., Végh, A., and Girasek, E. (2024). A qualitative study of mentors’ perceptions and experiences of a near-peer mentoring program for medical students. Front. Educ. 9:1372697. doi: 10.3389/feduc.2024.1372697

Crossref Full Text | Google Scholar

Prunuske, A., Houss, B., and Wirta Kosobuski, A. (2019). Alignment of roles of near-peer mentors for medical students underrepresented in medicine with medical education competencies: a qualitative study. BMC Med. Educ. 19:417. doi: 10.1186/s12909-019-1854-x

PubMed Abstract | Crossref Full Text | Google Scholar

Rajapuram, N., Langness, S., Marshall, M. R., and Sammann, A. (2020). Medical students in distress: the impact of gender, race, debt, and disability. PLoS One 15:e0243250. doi: 10.1371/journal.pone.0243250

PubMed Abstract | Crossref Full Text | Google Scholar

Rehman, R., Usmani, A., Omaeer, Q., and Gul, H. (2014). “mentorship” a stride towards maintenance of medical student’s well being. J. Pak. Med. Assoc. 64, 1352–1357

PubMed Abstract | Google Scholar

Rotenstein, L. S., Ramos, M. A., Torre, M., Segal, J. B., Peluso, M. J., Guille, C., et al. (2016). Prevalence of depression, depressive symptoms, and suicidal ideation among medical students: A systematic review and Meta-analysis. JAMA 316, 2214–2236. doi: 10.1001/jama.2016.17324

PubMed Abstract | Crossref Full Text | Google Scholar

Saeed, A. A., Bahnassy, A. A., Al-Hamdan, N. A., Almudhaibery, F. S., and Alyahya, A. Z. (2016). Perceived stress and associated factors among medical students. J. Fam. Community Med. 23, 166–171. doi: 10.4103/2230-8229.189132

PubMed Abstract | Crossref Full Text | Google Scholar

Sándor, I., Birkás, E., and Győrffy, Z. (2015). The effects of dissection-room experiences and related coping strategies among Hungarian medical students. BMC Med. Educ. 15:73. doi: 10.1186/s12909-015-0355-9

PubMed Abstract | Crossref Full Text | Google Scholar

Singh, S., Singh, N., and Dhaliwal, U. (2014). Near-peer mentoring to complement faculty mentoring of first-year medical students in India. J. Educ. Eval. Health Prof. 11:12. doi: 10.3352/jeehp.2014.11.12

PubMed Abstract | Crossref Full Text | Google Scholar

Sonawane, T., Meshram, R., Jagia, G., Gajbhiye, R., and Adhikari, S. (2021). Effects of mentoring in first year medical undergraduate students using DASS-21. J. Clin. 15, 7–10. doi: 10.7860/JCDR/2021/50102.15682

Crossref Full Text | Google Scholar

Stauder, A., Balog, P., Kovács, M., and Susánszky, É. (2016). A Williams ÉletKészségek® stresszkezelő és pszichoszociális készségfejlesztő program magyar adaptációja és 10 éves tapasztalatai. Mentálhigiéné Pszichoszomatika 17, 81–95. doi: 10.1556/0406.17.2016.2.1

Crossref Full Text | Google Scholar

Sulimani-Aidan, Y., and Tayri-Schwartz, T. (2021). The role of natural mentoring and sense of belonging in enhancing resilience among youth in care. Child Youth Serv. Rev. 120:105773. doi: 10.1016/j.childyouth.2020.105773

Crossref Full Text | Google Scholar

Szabó, M. (2009). The short version of the depression anxiety stress scales (DASS-21): Factor structure in a young adolescent sample. J. Adolesc. 33, 1–8. doi: 10.1016/j.adolescence.2009.05.014

Crossref Full Text | Google Scholar

Thompson, G., McBride, R. B., Hosford, C. C., and Halaas, G. (2016). Resilience among medical students: the role of coping style and social support. Teach. Learn. Med. 28, 174–182. doi: 10.1080/10401334.2016.1146611

PubMed Abstract | Crossref Full Text | Google Scholar

Tlili, M. A., Aouicha, W., Sahli, J., Testouri, A., Hamoudi, M., Mtiraoui, A., et al. (2021). Prevalence of burnout among health sciences students and determination of its associated factors. Psychol. Health Med. 26, 212–220. doi: 10.1080/13548506.2020.1802050

PubMed Abstract | Crossref Full Text | Google Scholar

Torales, J., Kadhum, M., Zárate, G., Barrios, I., González, I., Farrell, S. M., et al. (2019). Wellbeing and mental health among medical students in Paraguay. Int. Rev. Psychiatry 31, 598–602. doi: 10.1080/09540261.2019.1667172

PubMed Abstract | Crossref Full Text | Google Scholar

Usmani, A., and Omaeer, Q. (2016). Students’ views of mentoring at Bahria university medical and dental college. Pak J Med Sci 32, 1489–1493. doi: 10.12669/pjms.326.10625

PubMed Abstract | Crossref Full Text | Google Scholar

Whistle, C. E. (2021). Resilience and burnout in second-and third-year medical students. Tampa, FL, USA: University of South Florida.

Google Scholar

WHO (2022). Mental health and COVID-19: Early evidence of the pandemic’s impact. Geneva: WHO.

Google Scholar

Wilkes, C., Lewis, T., Brager, N., Bulloch, A., MacMaster, F., Paget, M., et al. (2019). Wellbeing and mental health amongst medical students in Canada. Int. Rev. Psychiatry 31, 584–587. doi: 10.1080/09540261.2019.1675927

PubMed Abstract | Crossref Full Text | Google Scholar

Yusoff, M. S. B., Rahim, A. F. A., Noor, A. R., Yaacob, N. A., and Hussin, Z. A. M. (2010). Evaluation of medical students’ perception towards the BigSib Programme in the School of Medical Sciences. USM 2, e2–e11. doi: 10.5959/eimj.2.1.2010.or1

Crossref Full Text | Google Scholar

Zhang, H., Isaac, A., Wright, E. D., Alrajhi, Y., and Seikaly, H. (2017). Formal mentorship in a surgical residency training program: a prospective interventional study. J. Otolaryngol. Head Neck Surg. 46:13. doi: 10.1186/s40463-017-0186-2

PubMed Abstract | Crossref Full Text | Google Scholar