Beyond academic performance: Tutoring in medical education as ecosystems of academic and professional support.

Authors

DOI: https://doi.org/10.6018/edumed.708401
Keywords: academic tutoring, medical education, mentoring, medical students

Abstract

Academic tutoring may be associated with improved performance in medical students, although this relationship is still limited by the diversity of definitions, methods, and potential biases in the studies analyzed. Therefore, the results should be interpreted with caution. Beyond grades, the main value of this work is to open the debate about what kind of support students currently need. Evidence shows that peer mentoring and collaborative learning can improve performance, confidence, and professional development, but these benefits are not automatic and may be overestimated if primarily more motivated students participate. Consequently, it is proposed that faculties adopt a more comprehensive approach: not just isolated tutoring sessions, but structured support systems with continuous monitoring, attention to mental health, academic and career guidance, and tutor training. Furthermore, it is crucial to clearly define the concepts (tutoring, mentoring, remediation) and evaluate the results using comparable criteria. Ultimately, tutoring should be understood as a core strategy for a more equitable, safe, and humane medical education, and not just as an occasional resource for struggling students.

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References

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Published
09-04-2026
How to Cite
Soasty Vera, M. R., & Chamba Cuadros, J. E. (2026). Beyond academic performance: Tutoring in medical education as ecosystems of academic and professional support. Spanish Journal of Medical Education, 7(3). https://doi.org/10.6018/edumed.708401
Issue
Vol. 7 No. 3 (2026): Spanish Journal of Medical Education
Section
Comentarios breves

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