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.

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.

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.