Studies analyzing the bidirectional mentee-mentor relationship often focuses unidirectionally on the mentee experience. Our study focuses on the other end of the relationship, mentor experience and growth. This study utilizes a qualitative approach, using questionnaires and virtual focus groups to assess growth in (1) interest in community health (2) professional development and (3) feeling competent as simultaneous community health educators and advocates.

Assessments revealed a significant portion of the mentors joined to empower their mentees to believe that they can influence the health of their communities. Additionally, through PEERS, mentors identified that several dimensions in the community are interdependent and that their leadership skills — specifically, adaptability and facilitating the exchange of ideas — have improved. PEERS has opened the door of opportunities to allow both undergraduate and high school students to be in touch with relevant issues in their community and helped them identify that they are more than capable of making a difference in their communities. We hope this encourages implementation of more community health-driven mentorships.