NDLI: Improving struggling medical and nursing students’ subjective vitality, school engagement and academic performance through a peer mentorship intervention programme: an intervention protocol

Content Provider	Springer Nature : BioMed Central
Author	Eleje, George Uchenna Ikwuka, David Chibuike Nwosu, Kingsley Chinaza Eleje, Lydia Ijeoma Sani, Nasiru Niyoyita, Jean Paul Okesina, Kazeem Bidemi Dimkpa, Uchechukwu Ikwuka, Obiageli Ifeoma Nwanna, Uchechukwu Kevin Archibong, Victor Bassey Twizeyimana, Eric Divekar, Niranjan Shridhar Ogenyi, Samuel Ifedioranma Ochayi, Okwute Michael Bushaku, Marcus Ani, Elemi John Nwaogu, Kingsley Chidiebere Onaadepo, Olufunke Sule, Ibrahim Mohammed Nwangwu, Emmanuel Chukwunweike Nri-Ezedi, Chisom Adaobi Onubogu, Chinyere Ukamaka Onwuegbuna, Arinze Anthony Ogelle, Onyecherelam Monday Wondimu, Diresibachew Haile Nwobodo, Edwin Okechukwu
Abstract	Background The undergraduate medical training programme is demanding and rigorous. This underlines the importance of a peer mentorship strategy to improve the well-being, self-determination, school connectedness, and performance of struggling medical and nursing students. This study is aimed at identifying struggling medical and nursing students using two cumulative continuous assessment test (CAT) scores, assess their subjective vitality and school engagement and evaluate the impact of the peer mentorship intervention on them. Methods The study will adopt a mixed-methods approach and will be conducted in the medical colleges of Nnamdi Azikiwe University, Awka, Nigeria, and the University of Rwanda. Three instruments will be used: The subjective Vitality Scale (SVS), the University Student Engagement Inventory (USEI), and the academic records of the students before and after the commencement of the intervention programme. The consenting least-performing medical and nursing students identified by their low CAT scores (below 45%) in basic medical sciences will be selected for study in each institution. The outcome measures will include students’ CAT scores, subjective vitality, and school engagement scores. The data will be analysed both quantitatively and qualitatively. Thematic content analysis will be adopted in the analysis of the responses generated from the focus group discussion. The mean ± standard deviation or median and interquartile range statistic will be adopted for the quantitative data. Discussion Given the paucity of data on struggling medical and nursing students in Nigeria and Rwanda, this research was designed to help in exploring evidence-based interventions to improve and prevent poor subjective well-being of struggling students. The study is expected to fill these knowledge gaps. Trial registration: Pan African Clinical Trial registry, PACTR202405546896613, registration date: 27th May, 2024. This proposal has been supported by grant 1R25TW011217 from the US National Institutes of Health (NIH)/Fogarty International Center (FIC) which also includes co-funds from the U.S. Department of State’s Office of the U.S. Global AIDS Coordinator and Health Diplomacy (S/GAC) and the President’s Emergency Plan for AIDS Relief (PEPFAR) to the African Forum for Research and Education in Health (AFREhealth). The Grant Principal Investigators are Profs. Nelson K.Sewankambo (contact PI), Prisca Adejumo, Jean Bisimwa Nachega, Fatima Suleman.
Related Links	https://bmcmededuc.biomedcentral.com/counter/pdf/10.1186/s12909-024-06137-z.pdf
Ending Page	10
Page Count	10
Starting Page	1
File Format	HTM / HTML
ISSN	14726920
DOI	10.1186/s12909-024-06137-z
Journal	BMC Medical Education
Issue Number	1
Volume Number	24
Language	English
Publisher	BioMed Central
Publisher Date	2024-10-15
Access Restriction	Open
Subject Keyword	Medical Education Theory of Medicine Bioethics AFREhealth Academic performance Medical students Nursing students Subjective vitality Theory of Medicine/Bioethics
Content Type	Text
Resource Type	Article
Subject	Education Medicine
Journal Impact Factor	2.7/2023
5-Year Journal Impact Factor	3.4/2023

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Effects of intra-class peer mentorship intervention programme on the academic performances of academically underperforming medical students in Nigeria

Academic and non-academic predictors of academic performance in medical school: an exploratory cohort study

Peer feedback and Chinese medical students’ English academic writing development: a longitudinal intervention study

The effect of an intercalated BSc on subsequent academic performance

Addressing medical student burnout through informal peer-assisted learning: a correlational analysis

Self and peer feedback engagement and receptivity among medical students with varied academic performance in the clinical skills laboratory

Relative progress and academic performance of graduate vs undergraduate entrants to an Australian medical school

Burnout and dropout intention in medical students: the protective role of academic engagement

The relationship between sleep and wake habits and academic performance in medical students: a cross-sectional study

Improving struggling medical and nursing students’ subjective vitality, school engagement and academic performance through a peer mentorship intervention programme: an intervention protocol

Similar Documents

Effects of intra-class peer mentorship intervention programme on the academic performances of academically underperforming medical students in Nigeria

Academic and non-academic predictors of academic performance in medical school: an exploratory cohort study

Peer feedback and Chinese medical students’ English academic writing development: a longitudinal intervention study

The effect of an intercalated BSc on subsequent academic performance

Addressing medical student burnout through informal peer-assisted learning: a correlational analysis

Self and peer feedback engagement and receptivity among medical students with varied academic performance in the clinical skills laboratory

Relative progress and academic performance of graduate vs undergraduate entrants to an Australian medical school

Burnout and dropout intention in medical students: the protective role of academic engagement

The relationship between sleep and wake habits and academic performance in medical students: a cross-sectional study

Improving struggling medical and nursing students’ subjective vitality, school engagement and academic performance through a peer mentorship intervention programme: an intervention protocol