Introduction: Mentorship has been noted as critical to medical students adapting to clinical training in the medical workplace. A lack of infrastructure in a mentoring program might deter relationship building between mentors and mentees. This study assessed the effect of a redesigned clinical mentoring program from the perspective of clerks. The objective was to assess the benefits of the redesigned program and identify potential improvements.
Methods: A redesigned clinical mentoring program was launched in a medical center according to previous theoretical and practical studies on clinical training workplaces, including the elements of mentor qualifications, positive and active enhancers for mentor-mentee relationship building, the timing of mentoring performance evaluation, and financial and professional incentives. A four-wave web survey was conducted, comprising one evaluation of the former mentoring program and three evaluations of the redesigned clinical mentoring program. Sixty-four fifth-year medical students in clerkships who responded to the first wave and to at least two of the three following waves were included in the study. A structured and validated questionnaire encompassing 15 items on mentor performance and the personal characteristics of the clerks was used. Mixed linear models were developed for repeated measurements and to adjust for personal characteristics.
Results: The results revealed that the redesigned mentoring program improved the mentors' performance over time for most evaluated items regarding professional development and personal support provided to the mentees.
Conclusions: Our findings serve as an improved framework for the role of the institution and demonstrate how institutional policies, programs, and structures can shape a clinical mentoring program. We recommend the adoption of mentorship schemes for other cohorts of medical students and for different learning and training stages involved in becoming a physician.
Download full-text PDF |
Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4575418 | PMC |
| http://dx.doi.org/10.3402/meo.v20.28327 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Leveraging School-University Partnerships to Support Mental Health and Well-being.
Health Promot Pract
January 2025
California State University, Sacramento, Sacramento, CA, USA.
Young people experience high rates of mental health challenges, which have been exacerbated by the pandemic, particularly for those from underserved communities and communities of color. The Mindful Mentors program demonstrated that delivery of a mindfulness-based curriculum provided by university students to school-aged children is feasible and mutually beneficial. Benefits for university student mentors included team building, increased self-awareness, and developing effective skills for dealing with stress.
View Article and Find Full Text PDFEvaluation of a mentorship matchmaking event at an academic research institution to reinforce the scientific workforce pathway for underrepresented minority groups.
BMC Med Educ
January 2025
Department of Epidemiology and Biostatistics, University of California, San Francisco, CA, USA.
Background: Mentorship and research experiences are crucial for STEMM career entry and advancement. However, systemic barriers have excluded people from historically underrepresented groups.
Methods: In 2021, a virtual "matchmaking event" was held to connect NIH-funded research mentors with historically underrepresented trainees and initiate mentored research experiences.
Coaching for improving clinical performance of surgeons: a scoping review.
Updates Surg
January 2025
Department of Pancreatic Surgery, West China Hospital of Sichuan University, No. 37, Guoxue Alley, Chengdu, 610041, Sichuan Province, China.
Surgical coaching has been proven to effectively enhance clinical performance. However, diverse implementation strategies present challenges when initiating new programs. Our scoping review aimed to synthesize the existing literature on surgical coaching, thereby informing the direction of future coaching initiatives.
View Article and Find Full Text PDFCritical Mentorship in Undergraduate Research Experience BUILDs Science Identity and Self-Efficacy.
Int J Sci Math Educ
June 2024
Department of Psychology, California State University Northridge, Northridge, CA 91330 USA.
In 2014, the NIH Diversity Program Consortium (DPC) launched an initiative to implement and evaluate novel interventions at a variety of academic institutions across the country to engage undergraduate students from diverse backgrounds in biomedically-related research. The local intervention examined in the current study provides Critical Race Theory (CRT)-informed mentoring, more broadly called critical mentoring, for its participants. We examined the relationship between critical mentoring and student outcomes.
View Article and Find Full Text PDFFrom 2014-2019, the University of Hawai'i (UH) at Manoa offered a National Institutes of Health funded Minority Health International Research Training (MHIRT) Program for undergraduate research experiences in infectious diseases. The goal of the program was to immerse undergraduate students in conducting global infectious diseases research to train a new generation of scientists to combat future global pandemics. The MHIRT program trained educationally underrepresented groups unique in Hawai'i: Native Hawai'ians and other Pacific Islanders, and underrepresented Asian Americans, e.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!