Towards a better understanding of medical students’ mentorship needs: a self-determination theory perspective

Abstract

Introduction: Mentorship programs are ubiquitous in medical education. However, few emphasize equal development for learners and mentors, or incorporate clinical skills, which may be important for promoting medical students’ self-determination. Central to this consideration are the three basic psychological needs for autonomy, competence, and relatedness, described by Self-Determination Theory (SDT). Grounded in SDT, this study assesses the extent that meeting these needs, in a near-peer mentoring program, impacts learners’ and mentors’ motivation and perceived competence about learning and teaching of clinical knowledge, respectively. Methods: Medical students from the University of Saskatchewan, who participated in its near-peer mentoring program (PULSE: Peers United in Leadership & Skills Enhancement), were invited to complete an anonymous survey. Regression was used to determine how the program’s learning climate impacted learners’ and mentors’ psychological need satisfaction and perceived competence within their mentorship role. Results: Learners and mentors both rated PULSE as highly needs-satisfying. In turn, this was associated with greater perceived competence about learning and teaching of the material. Conclusions: Findings from this study suggest that mentoring programs in medical education, which support learners’ basic psychological needs, may promote their motivation and perceived competence—both about learning and also teaching of clinical skills. The implications of these results are discussed from an SDT perspective, with respect to mentoring programs in medical education.

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

“…4 However, as others have reported, 5 mentee engagement seemed to decline due to "Zoom fatigue," and the casebased virtual format reduced participants' ability to selfdetermine the focus of the session-compromising a cardinal value of PULSE. 2,4 Based on these experiences and insights, we would recommend the following when trying to hybridize similar NPM programs in medical education:…”

“…We read with interest Li et al’s 1 article on creating hybrid (i.e., in-person/virtual) near-peer mentorship (NPM) programs for medical students. Peers United in Leadership & Skills Enhancement (PULSE) is a popular NPM program at the University of Saskatchewan, 2 which had to undergo hybridization during the pandemic. We wish to add to the discussion on this topic, as PULSE coordinators, based on what participants have indicated they need for optimal learning, motivation, and wellness.…”

“… 4 However, as others have reported, 5 mentee engagement seemed to decline due to “Zoom fatigue,” and the case-based virtual format reduced participants’ ability to self-determine the focus of the session–compromising a cardinal value of PULSE. 2 , 4 …”

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

“…13 PULSE allows first and second-year medical students to participate in regular, near-peer, semi-structured clinical skills sessions. [13][14] Mentors rotate each session, so both groups can gain different perspectives, share ideas, and focus on aspects of their clinical learning (e.g., history taking and physical exam skills). Of note, PULSE sessions were initially designed to be in-person but switched to a hybrid model (via Zoom) during the pandemic, 15 when the data for this study was collected.…”

“Grabbing” Autonomy When the Learning Environment Doesn’t Support it: An Evidence-based Guide for Medical Learners

“…Of course, if there are other medical learners nearby who one can confide in and talk to, take that opportunity for emotional support as well. Provided that exchanges are socially appropriate and constructive, this too can help us claim a little more need satisfaction and confidence when we need it 31 , 32 .…”