Hidden benefits of a peer-mentored ‘Hospital Orientation Day’: First-year medical students’ perspectives

Barker, Thomas; Ngwenya, Nothando; Morley, David; Jones, Ellen; Thomas, Cathryn; Coleman, Jamie J.

doi:10.3109/0142159x.2012.642833

Cited by 11 publications

(4 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The skill is taught over three sessions, with both mentors and mentees reporting high satisfaction scores on completion of the program 41. Senior medical students acting as mentors for junior students can also allow mentees to uncover the “hidden curriculum”, negotiate access to resources, and navigate aspects not formally covered in the medical school curriculum 42. Nevertheless, not all medical students are suitable as mentors; those who are self-selecting or selected tend to be better than those randomly allocated 43–45.…”

Section: Methodsmentioning

confidence: 99%

<p>Medical student mentoring programs: current insights</p>

Nimmons¹,

Giny²,

Rosenthal³

2019

AMEP

132

109

View full text Add to dashboard Cite

Medical school mentoring programs incorporate a wide range of objectives. Clinical mentoring programs help to develop students’ clinical skills and can increase interest in under-subscribed specialties. Those that focus on teaching professionalism are integrated into medical school curriculums in order to overcome the “hidden curriculum”. Positive mentoring plays a part in reversing the decline of academic medicine, by sparking interest through early research experiences. It also has an important role in encouraging recruitment of under-represented minority groups into the medical profession through widening access programs. The aim of our review of the literature, is to analyze current trends in medical student mentoring programs, taking into account their objectives, execution, and evaluation. We outline the challenges encountered, potential benefits, and key future implications for mentees, mentors, and institutions.

show abstract

Section: Methodsmentioning

confidence: 99%

<p>Medical student mentoring programs: current insights</p>

Nimmons¹,

Giny²,

Rosenthal³

2019

AMEP

132

109

View full text Add to dashboard Cite

show abstract

“…School of Medicine, Makerere University, Kampala, Uganda. 2 School of Health Sciences, Makerere University, Kampala, Uganda. 3 School of Biomedical Sciences, Makerere University, Kampala, Uganda.…”

Section: Supplementary Informationmentioning

confidence: 99%

“…Mentorship has been defined as a process in which a more experienced person assists a less experienced person through their career growth and progression [1]. The benefit of mentorship has been a subject of considerable research in health professions education [2,3]. This body of knowledge, gathered across a continuum of professional domains, indicates that mentorship has a significant outcome on learner success, satisfaction, and professional development [4].…”

Section: Introductionmentioning

confidence: 99%

Knowledge, attitudes and practices of faculty on mentorship: an exploratory interpretivist study at a sub-Saharan African medical school

et al. 2020

View full text Add to dashboard Cite

Background: Mentorship has become a routine part of undergraduate training in health professions education. Although many health professions training institutions have successfully incorporated faculty-student mentorship in their formal training, many others especially in Sub-Saharan Africa have not fully embraced this. Institutionalized mentorship programmes are effective methods of enhancing student learning experiences. Faculty, who are the mentors have an active role to play in driving the mentorship agenda and ensure that students benefit from this important activity. The aim of this study was to explore the knowledge, attitudes and practices of faculty about student mentorship at

show abstract

“…A maior facilidade de os estudantes expressarem seus sentimentos a seus pares pode contribuir para o estabelecimento de uma relação mais amigável, favorecendo maior compreensão mútua e a abordagem de temas como saúde mental e bem-estar 9 . Alguns estudos destacam que a mentoria entre pares ajuda a desvendar o "currículo oculto", a negociar acesso aos recursos e a identificar aspectos não cobertos formalmente pelo currículo do curso 10,11 .…”

Section: Introductionunclassified

Mentoria entre pares: percepções de suporte social e ambiente educacional de estudantes de medicina

Acherman

Ribeiro

Lima

et al. 2021

Rev. bras. educ. med.

View full text Add to dashboard Cite

Resumo: Introdução: Programas de mentoria entre pares são apontados como suporte efetivo na transição dos estudantes para o ensino superior, colaborando com sua saúde mental e seu desempenho acadêmico. Objetivos: Este estudo teve como objetivos mensurar e comparar a percepção de suporte social e avaliação do ambiente educacional entre estudantes membros e não membros do Grupo de Estudos em Didática Aplicada ao Aprendizado da Medicina (Gedaam), no curso de graduação em Medicina da Universidade Federal de Minas Gerais (UFMG). Método: Trata-se de estudo transversal que utilizou dados do cruzamento entre os bancos da pesquisa QualiMed e dos registros do Gedaam. Dos 1.470 estudantes que participaram do inquérito QualiMed, 347 eram vinculados ao Gedaam. A percepção do suporte social foi mensurada pela Escala de Satisfação com o Suporte Social (ESSS); e a avaliação do ambiente educacional, pelo Dundee Ready Education Environment Measure (DREEM). Realizaram-se análises descritivas e comparativas univariadas por meio do qui-quadrado de Pearson e do teste t de Student, considerando um valor-p < 0,05 para verificação da significância estatística. Os dados foram analisados no software Statistical Package for Social Sciences (SPSS), versão 19.0. Resultado: Verificou-se diferença estatisticamente significativa entre membros e não membros nas variáveis ciclo do curso, sexo, orientação sexual, recebimento de bolsas de auxílio e prática de atividade física regular. Os participantes do Gedaam apresentaram pior percepção quando comparados a não membros em todos os domínios da ESSS, exceto para a satisfação com atividades sociais (valor-p < 0,05). O ambiente educacional foi avaliado pelos dois grupos como tendo “muitos problemas” (escore = 95,51 para membros Gedaam e 100,05 para não membros), com diferença estatisticamente significativa. Conclusão: Observou-se um perfil mais crítico em relação à percepção de suporte social e ao ambiente acadêmico entre os estudantes. Sugere-se que a mentoria entre pares auxilie positivamente o percurso acadêmico e pessoal dos estudantes de Medicina.

show abstract

Hidden benefits of a peer-mentored ‘Hospital Orientation Day’: First-year medical students’ perspectives

Cited by 11 publications

References 28 publications

<p>Medical student mentoring programs: current insights</p>

<p>Medical student mentoring programs: current insights</p>

Knowledge, attitudes and practices of faculty on mentorship: an exploratory interpretivist study at a sub-Saharan African medical school

Mentoria entre pares: percepções de suporte social e ambiente educacional de estudantes de medicina

Contact Info

Product

Resources

About