How Assigned Faculty Mentors View their Mentoring Relationships: An Interview Study of Mentors in Medical Education

Mentors also need support: a study on their difficulties and resources in medical schools

“…[4][5][6][7][8] However, while a lot is expected of a mentor, a recent review of the literature 9 showed that few investigations have been devoted to understanding mentors' development, needs and difficulties. 10,11 Considering that the mentoring relationship is inherently reciprocal, and that its satisfactory development depends on both mentor and mentee, investigations to understand mentoring from the mentors' point of view are necessary for both practice and theoretical advances in this field.…”

Exploring Student Success in a Doctoral Program: The Power of Mentorship and Research Engagement

“…Mentorship activities are often shaped by the outcome needs of the program and the training needs of the students (Ali & Kohun, 2006;Harty, Kormanyos, & Enochs, 1983;Ward, Johnson, & Campbell, 2004). Mentorship involves teaching, coaching, and giving personal and professional guidance (Dobie, Smith, & Robins, 2010) usually for a fixed period of time (Hayes, 2005); for example, during the time that the student is working through the requirements of the graduate program (Dobie et al, 2010) or during a specific phase of the student's training (Hayes, 2005). University programs often have a heavier reliance on research-based mentorship activities (Ward et al, 2004).…”

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

“…Besides, the induction programme for new faculty does not only focus on mentorship, but many other aspects expected of them.. In addition, it can also be an indication that being a senior staff does not necessarily make one a good mentor without formal training in mentorship, an observation that has been previously reported [6].…”

“…Within the realm of higher education, and specifically in health professions education, mentorship has been associated with academic and social success across disciplines and through the learning process [5]. Focused and strong mentorship has been linked to enhanced mentee productivity, self-efficacy, career satisfaction and a sense of belonging and support [6,7]. Learners who participate in active mentorship relationships are more likely to persist in their academics and make positive academic and social decisions [8,9], with positive mentoring being cited as the most important factor in completion of studies [10].…”