Dual peer mentoring program: exploring the perceptions of mentors and mentees

Abstract

Background: Despite the advantages of dual peer mentoring, there are a few reports of implementing and evaluating such programs for medical students. This study aimed at exploring the perceptions of mentors and mentees about the dual peer mentoring program for the first year undergraduate medical students of Tehran University of Medical Sciences. Methods: This qualitative study was conducted at the end of the first year of implementing the mentoring program. All mentees and mentors were invited to participate in focus group discussions. Data were analyzed using a qualitative content analysis. Results: All mentors (n= 12) and a group of mentees (n= 21) participated in focus group discussion sessions. We provided a variety of supports for the mentees including academic and psychosocial support and positive relationship; as a result, some developments occurred to the mentors We also explored participants’ views on some unique aspects of the program such as student-authorized, dual mentoring, and role model sessions. Conclusion: Our participants found the mentoring program beneficial in various academic achievements and psychosocial supports for both the mentors and the mentees. Dual peer mentoring program can be an alternative to school administered programs.

A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical students

“…Similarly, 7.7% of the mentees in the McLean [ 22 ] study reported the mentoring programme had helped them learn the “tricks of the trade”. Qualitative responses in the Abdolalizadeh et al [ 25 ] study also showed that the mentees perceived positive changes in their knowledge and attitude towards medical ethics and professionalism.…”

“…According to the Singh et al [ 23 ] paper, 24% of the medical students reported that the mentoring programme had helped them to settle in. The mentees in the Abdolalizadeh et al [ 25 ] study agreed that the psychosocial support provided by the mentors helped in the transition phase into medical school.…”

“…One study [ 24 ] obtained only quantitative data. The fifth [ 25 ] study obtained purely qualitative data through interviews.…”

“…The fifth and final study by Abdolalizadeh et al, [ 25 ] aimed at exploring the perceptions of mentees and mentors about the dual mentoring programme for the first-year medical students. The aim of the mentoring programme was to assist the new incoming first-years in settling in, as well as adjusting to the new outcome-based curriculum.…”

“…Four [ 22 – 25 ] of the five papers indicated that the peer-mentors also experienced positive behavioural changes as a result of the mentoring experience. They reported a development in their reflective, communication, and leadership skills.…”