Integrating Surgical Education and Patient Care: The Impact of a Student-Led Spine Patient Navigator Program

Abstract

Objective: To evaluate the impact of the Spine Patient Navigator Program (SPNP) on medical student leadership, teaching, and clinical skills, undergraduate student development, and the perioperative experience of spine surgery patients.

Methods: A structured, student-led patient navigation program was implemented at an academic medical center using a tiered mentorship model. Medical and undergraduate students were selected to serve as navigators and organized into teams led by one medical student overseeing three undergraduates, supported by faculty leaders and a multidisciplinary advisory group. Collectively, the teams provided support to adult patients undergoing spine surgery who faced psychosocial barriers to care. Pre and postprogram surveys assessed patient satisfaction and medical and undergraduate student growth.

Results: Thirty-one patients were supported by six medical students and 15 undergraduates. The program was well-received by patients, with 89% stating they would recommend it. Medical students reported significant gains in confidence leading clinical teams, mentoring undergraduates, and supporting patients. Undergraduates reported meaningful contributions to patient care, increased confidence in patient communication, and early exposure to clinical roles and effective teamwork.

Conclusion: Engaging medical and undergraduate students in structured perioperative support through the SPNP enhances educational experience-strengthening leadership, teaching, and clinical skills-while also providing patients with practical, hands-on support. This dual impact supports the integration of near-peer mentorship programs into surgical education and patient care.

Keywords: leadership development; mentorship; patient navigators; surgical education; surgical residency; undergraduate medical education.