The Practical Deviations, Theoretical Logic, and Practical Reconstruction of Peer Role Model Education and Academic Atmosphere Construction in Medical Schools

Abstract

Fostering an academic atmosphere serves as the core vehicle through which medical schools implement the principle that “moral education is the fundamental task.” It is not only a key indicator of the quality of medical education but also an essential pathway for medical students to internalize the professional ethos of medicine at an early stage. Peer role model education fits well with young students’ ways of thinking and the practical features of medical education. It has special value in building a positive academic atmosphere. It has thus become a widely adopted strategy in medical schools. However, in practice, current peer education models generally exhibit real-world deviations such as narrative homogenization, process fragmentation, and mechanism unidirectionality, resulting in the insufficient release of their empowering effects. This paper systematically elucidates the internal logic of peer role model education in empowering academic atmosphere construction, and based on this, reconstructs a three-stage progressive practice system of “Inspiration, Action, and Leadership,” providing theoretical support and an operational framework for medical schools to establish regularized and long-term mechanisms for academic atmosphere construction.