Taking the PULSE mentorship program “virtual”: reflections by the program coordinators

Shmon, Tori; Nair, Revathi; Neufeld, Adam

doi:10.36834/cmej.75896

Cited by 2 publications

(2 citation statements)

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“…Shmon and team wrote, Taking the PULSE mentorship program “virtual”: reflections by the program coordinators 27 as a response to Li et al’s article, There’s always something to talk about!” The unexpected benefits of a Canadian virtual diversity mentorship program . 28 They reflected on the in-person and virtual hybridization of the PULSE program due to COVID-19 and how it affected students over the past two years.…”

Section: Letters To the Editormentioning

confidence: 99%

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The Tree of Life and other tragedies: a brief response

D’Eon¹

2023

Can. Med. Ed. J

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Section: Letters To the Editormentioning

confidence: 99%

“…Shmon and team wrote, Taking the PULSE mentorship program "virtual": reflections by the program coordinators 27 as a response to Li et al's article, There's always something to talk about!" The unexpected benefits of a Canadian virtual diversity mentorship program.…”

Section: Letters To the Editormentioning

confidence: 99%

The Tree of Life and other tragedies: a brief response

D’Eon¹

2023

Can. Med. Ed. J

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When medical students are autonomously motivated to mentor: a pilot study on confidence in clinical teaching and psychological well-being

Nair,

Shmon,

Neufeld

et al. 2024

Can. Med. Ed. J

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Introduction: Near peer mentorship (NPM) programs can help support medical students’ well-being. Most studies, however, have not accounted for students’ underlying motives to mentor, nor focused on clinical skills development and teaching. These limitations represent opportunities to better understand what motivates medical student mentors, and how to support their autonomous motivation, clinical development, and well-being. Methods: Informed by self-determination theory (SDT), we collected data from a group of medical student mentors involved in a NPM program at the University of Saskatchewan called PULSE. We then used correlation and regression to assess the relationship between students’ autonomous motivation towards mentoring, perceived competence in teaching the clinical material, and psychological well-being. Results: In line with our hypotheses, autonomous motivation towards mentoring (identified motivation in particular) was associated with higher perceived competence in clinical teaching, which in turn was associated with greater psychological well-being. Conclusions: Why medical students choose to mentor in NPM programs appears to have important implications for their clinical confidence and overall well-being. Findings are discussed in terms of designing NPM programs that support student growth and wellness in Canadian medical education.

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Taking the PULSE mentorship program “virtual”: reflections by the program coordinators

Cited by 2 publications

References 4 publications

The Tree of Life and other tragedies: a brief response

The Tree of Life and other tragedies: a brief response

When medical students are autonomously motivated to mentor: a pilot study on confidence in clinical teaching and psychological well-being

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