Group mentorship for undergraduate medical students—a&amp;nbsp;systematic review

Skjevik, Elise Pauline; Boudreau, J. Donald; Ringberg, Unni; Schei, Edvin; Stenfors, Terese; Kvernenes, Monika; Ofstad, Eirik Hugaas

doi:10.1007/s40037-020-00610-3

Cited by 37 publications

(38 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These observations are in line with studies 11,13,15 that recognize mentoring as an important space for the redefinition of student experiences, reinforcing its prescription in medical courses, with the difference that such studies took place in realclassroom environments, while in this experience , we deal with the topic in a remote environment. This result points to the need for further questions about the ways of constructing subjectivity in postmodernity 14 in a media-related, technological, subjectivist world, and still somewhat unknown to its contemporaries, regarding the longterm effects on the production of personality, a central topic in mentoring programs.…”

Section: Reflections About the Experiencesupporting

confidence: 86%

“…Mentoring as an institutional program 15 The mentoring meetings are characterized as spaces for the production of intersubjectivity 11,15 , as the participants establish relationships of understanding the different life histories, values and expectations of being a physician. This construction takes place through ethical and empathic communication, in which the acts of speaking are valued and recognized among all speakers 14 .…”

Section: Reflections About the Experiencementioning

confidence: 99%

“…Among the possible offers, we highlight the student mentoring programs by teachers who, with their experience in life and the profession, are able to help students to follow the academic pathway with a little more emotional security. Reviews of the medical literature 10,11 identify mentoring as the practice of offering empathic and developmental support for self-care, well-being and resilience. The results presented in these studies 10,11 showed an improvement in the students' quality of life and the development of relational skills, albeit with the exception that mentoring programs would need to improve their assessment methods aiming to produce more robust impact evidence.…”

Section: Introductionmentioning

confidence: 99%

“…Reviews of the medical literature 10,11 identify mentoring as the practice of offering empathic and developmental support for self-care, well-being and resilience. The results presented in these studies 10,11 showed an improvement in the students' quality of life and the development of relational skills, albeit with the exception that mentoring programs would need to improve their assessment methods aiming to produce more robust impact evidence. Also in Brazil, studies have shown good results of mentoring programs in medical education 12,13 .…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Virtual mentoring for medical students in the Covid-19 times

Rios

Medeiros

Fernandes

et al. 2021

Rev. bras. educ. med.

View full text Add to dashboard Cite

Introduction: Throughout the SARS-COV-2 pandemic, schools had to adopt social distancing and remote learning, which, according to recent studies suggest an increase in depression, anxiety and behavioral disorders among university students. Medical training, which has a heavy load of psychological issues had to face this aggravating factor, reinforcing the need for support actions for students, such as mentoring programs. Mentoring programs offer empathetic and developmental support that encourages self-care, well-being and resilience. Experience report: A group of teacher-mentors from a medical school adapted the mentoring activities to a remote model, offering them to upper-level students who had already participated in mentoring, and, separately, to students who were newly enrolled in the medical course. In the remote format, the mentoring proposal was maintained as a “place of conversation”, but on a digital platform. The technical follow-up was carried out by remote meetings of the group of teacher-mentors, and consultation with students through a self-administered online questionnaire. The data obtained were submitted to content analysis. Discussion: From March to December, 109 virtual mentoring meetings were held. The students considered the meetings satisfactory in terms of the quality of discussions, the mentors’ attitudes and the emotional environment. The interactive development varied among groups, but it was observed to be easier in the groups of upper-level students. Among the newly-enrolled students, the recurring topic was the fear of poor performance in the tests, losing the semester, or not learning. Upper-level students highlighted the difficulties of adapting to remote learning and organizing their activities, and the decrease in practical activities. All groups reported fear of the pandemic, of death, of the worsening of parents’ financial situation, and sadness about the loss of relatives to COVID-19. It drew the attention of the mentors the fact that the students, even in a welcoming space, kept the cameras turned off. Conclusion: For mentors and students, virtual mentoring worked as an important student support system. Upper-level students and first-year ones reported feeling cared for, supported and grateful, suggesting that the meetings allowed a good interaction and produced beneficial effects. A limitation of this study was the duration of the experiment. Therefore, it is recommended that the research be maintained.

show abstract

Section: Reflections About the Experiencesupporting

confidence: 86%

Section: Reflections About the Experiencementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Virtual mentoring for medical students in the Covid-19 times

Rios

Medeiros

Fernandes

et al. 2021

Rev. bras. educ. med.

View full text Add to dashboard Cite

show abstract

“…Initiatives aimed at supporting the professionalization of mentors in higher education are growing [ 1 – 3 ]. This increased support of mentors’ development is encouraging as mentors have a key role in the learning and development of young health professionals, and therefore make valuable contributions to health professions education [ 4 – 8 ].…”

Section: Introductionmentioning

confidence: 99%

MERIT: a mentor reflection instrument for identifying the personal interpretative framework

et al. 2021

View full text Add to dashboard Cite

Background Essential to the professional development of mentors is making explicit and critically challenging the knowledge and beliefs underpinning their mentoring practice. This paper reports on the development of a survey instrument called MERIT, MEntor Reflection InstrumenT, which was designed to support mentors’ systematic reflection on the how, what and why of their practice. Methods In 2019, a twenty-item survey instrument was developed and piloted. Initial validation data (N = 228) were collected by distributing the survey through the authors’ network. An exploratory factor analysis (EFA) was conducted and internal consistency reliability coefficients were calculated. Results The Principal Axis EFA with Direct Oblimin rotation (Delta = 0) resulted in four factors: 1) supporting personal development, 2) modelling professional development, 3) fostering autonomy, and 4) monitoring performance. The four factors explained 43% of the total variance of item scores. The Cronbach’s alphas for the subscale scores were between .42 and .75. Conclusions The MERIT can help mentors reflect on their beliefs and professional knowhow. These reflections can serve as input for the faculty development initiatives mentors undertake, which may ultimately improve their knowledge and skills as a mentor.

show abstract

Curriculum reform and stereotype threat in medical education: Implications for student well‐being

Novak,

Patil,

Bailey

et al. 2024

Journal of Dental Education

View full text Add to dashboard Cite

PurposeAltering the curriculum of a program can have negative repercussions for the student experience, including peer mentorships and interclass relationships. This study investigated the effect of curriculum reform on students’ emotional and social well‐being in a predoctoral dental program. We explored if any of these consequences could be related to stereotype threat.MethodsWe utilized a quasi‐experimental design with two different treatments, New Curriculum Treatment (New‐CT, n = 44) and Past Curriculum Treatment (Past‐CT, n = 43). Quantitative data were collected through surveys to assess students' perceptions of curriculum changes and their impacts on anxiety, confidence, and clinical performance. Qualitative data were gathered via semi‐structured interviews to explore personal experiences of stereotype threat and its implications on peer relationships and mentorship dynamics.ResultsThe findings suggest significant effects of curriculum changes on interpersonal relationships. Past‐CT viewed New‐CT as overconfident, while New‐CT felt heightened performance pressure. Thematic and interview analyses revealed deep‐rooted tensions, with New‐CT feeling mistrusted and Past‐CT resenting New‐CT's perceived accelerated competence. Stereotype threat was identified as a key factor worsening these inter‐group tensions and affecting clinical performance and relationships.ConclusionsCurriculum changes in dental education can significantly affect students' well‐being, with stereotype threat playing a critical role in these dynamics. When making changes to the structure, sequencing, or content of a program, administrators need to be aware of the potential ramifications these changes could have on students' relationships with their peers.

show abstract

Group mentorship for undergraduate medical students—a systematic review

Cited by 37 publications

References 44 publications

Virtual mentoring for medical students in the Covid-19 times

Virtual mentoring for medical students in the Covid-19 times

MERIT: a mentor reflection instrument for identifying the personal interpretative framework

Curriculum reform and stereotype threat in medical education: Implications for student well‐being

Contact Info

Product

Resources

About