Mentoring program design and implementation in new medical schools

Abstract

PurposeMentoring is considered a valuable component of undergraduate medical education with a variety of programs at established medical schools. This study presents how new medical schools have set up mentoring programs as they have developed their curricula.MethodsAdministrators from 14 US medical schools established since 2006 were surveyed regarding the structure and implementation of their mentoring programs.ResultsThe majority of new medical schools had mentoring programs that varied in structure and implementation. Although the programs were viewed as valuable at each institution, challenges when creating and implementing mentoring programs in new medical schools included time constraints for faculty and students, and lack of financial and professional incentives for faculty.ConclusionsSimilar to established medical schools, there was little uniformity among mentoring programs at new medical schools, likely reflecting differences in curriculum and program goals. Outcome measures are needed to determine whether a best practice for mentoring can be established.

University of Ottawa Vertical Mentorship Program: Improving Engagement through Simple Innovation

“…As is consistent with the literature, a significant proportion of students unable to attend mentorship events mentioned other commitments, including academic obligations [1,4].…”

“…Such a program was first designed recognizing the importance of guidance and support for students during medical training. Stress reduction, improved self-esteem, career development, and research productivity are amongst the many benefits known to mentorship [1,2]. The VMP aims to offer students opportunities to develop a realistic perspective of the implications of a medical career, to network within the medical community, and to promote health and well-being.…”

“…Student attendance and engagement, understanding of roles and responsibilities of all parties, and identification and resolution of issues were among major themes identified as requiring amelioration. Inappropriate or unrealistic expectations from both mentees and mentors towards mentorship have been observed in other programs to be a barrier for effective and satisfying mentorship experiences [1,3]. Time commitments, as well as negative or neutral perceptions of the value of such program have also been barriers to participation for students and mentors of certain American medical schools [1].…”

“…Inappropriate or unrealistic expectations from both mentees and mentors towards mentorship have been observed in other programs to be a barrier for effective and satisfying mentorship experiences [1,3]. Time commitments, as well as negative or neutral perceptions of the value of such program have also been barriers to participation for students and mentors of certain American medical schools [1]. It was also recognized that evaluation of mentorship programs is often challenging, due to unclear expectations from both parties, and often informal or unstructured setup [1].…”

“…Time commitments, as well as negative or neutral perceptions of the value of such program have also been barriers to participation for students and mentors of certain American medical schools [1]. It was also recognized that evaluation of mentorship programs is often challenging, due to unclear expectations from both parties, and often informal or unstructured setup [1].…”