Necessity for mentorship programs in medical schools: a call to action

Mashauri, Harold L.

doi:10.1097/ms9.0000000000001328

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…The findings of this study suggest that the peer mentorship program implemented between first-year and second-year medical students at our inaugural institution was generally effective in aiding the transition into medical school and positively impacting academic performance. The high percentage of participants who reported feeling supported and benefited from the program aligns with previous research highlighting the importance of peer support in medical education [ 4 ]. The positive trends observed in various aspects of mentorship, including adjustment to the local area and increased social support, underscore the multifaceted benefits of mentorship in medical training.…”

Section: Discussionsupporting

confidence: 84%

“…By connecting mentees with mentors who have successfully navigated similar challenges, these programs create opportunities for knowledge exchange, skill development, and professional networking. Additionally, mentorship relationships can foster personal growth, resilience, and well-being among both mentors and mentees, contributing to a positive learning environment and promoting a culture of collaboration and mutual respect [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

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Navigating Undergraduate Medical Education: The Impact of Enhanced Mentorship Pairing at a New Medical School

Izadi

2024

Cureus

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Introduction Transitioning into medical school is challenging, particularly in the first year, with a notable support gap. This study aimed to evaluate a mentorship program at a new medical school. Methods Initiated in 2017 at the University of Texas Rio Grande Valley School of Medicine, the mentorship program had two iterations: initial random pairings and subsequent formative pairings based on matching criteria. A mixed-methods approach assessed its effectiveness in supporting first-year students. Results Of 109 first-year students, 76% completed a 6-month survey. Both classes primarily had male mentees with varied interests in primary or specialty care. No significant demographic differences or benefits between 1:1 and 2:1 mentor-mentee pairings were found, though in-person communication was preferred in 1:1 pairings (p=0.036). While enhanced matching criteria improved perceived transitions (p=0.47) and academic performance (p=0.84), these did not reach statistical significance. However, it increased the frequency of communication (p=0.038). Conclusion The implementation of a peer-mentorship program at a new medical school demonstrates high engagement among first- and second-year medical students with perceived improvement in transition and academic performance. Although enhanced matching criteria led to more frequent communication, highlighting the significance of careful mentor-mentee pairings, they did not correlate with better transitions or academic outcomes. This indicates that while these criteria are valuable, they are less crucial than simply having a mentorship program in place.

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Section: Discussionsupporting

confidence: 84%

Section: Introductionmentioning

confidence: 99%