Peer mentoring for core medical trainees: uptake and impact

Webb, Jessica; Brightwell, A; Sarkar, Pamela; Rabbie, Roy; Chakravorty, Indranil

doi:10.1136/postgradmedj-2014-132673

Cited by 18 publications

(39 citation statements)

References 7 publications

(5 reference statements)

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“…Very well (29) Very well (12) Student dependent (10) Student dependent (12) Adequate (5) D4s not helpful (3) D4s not helpful (4) N/A (2) Adequate (1) What made CLEs useful for a D4 student? D4s (peers) are more accessible (16) Reinforces D4 skill/confidence (13) Increased guidance, more individual attention (15) D4s (peers) are more accessible (9) General comfort increased (11) Increased guidance/individual attention (6) Reinforces D4 skills, knowledge, confidence (1) General comfort increased (4) Not helpful (3) Enjoyable experience (2) N/A (2) What made CLEs challenging for a D4 student? Some D4s unhelpful (13) Administrative issues (11) No challenges perceived (11) D4 authority unclear (10) Administrative issues (8) Experience not useful (6) Experience not useful (4) Some D4s unhelpful (3) D4 authority unclear (3) No challenges perceived (2) Helpful for first restorations (1) What could make CLEs more useful for students?…”

Section: Resultsmentioning

confidence: 99%

“…Peer-mentoring has been shown to assist with students' professional development and career preparation. [10][11][12][13][14][15][16] Peer-mentoring activities also increase students' clinical skill development, selfconfidence, independence, and self-evaluation. [12][13][14][15][16][17] Additionally, peer-mentoring activities such as CLEs lead to improvements in communication skills and student comfort.…”

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confidence: 99%

“…[10][11][12][13][14][15][16] Peer-mentoring activities also increase students' clinical skill development, selfconfidence, independence, and self-evaluation. [12][13][14][15][16][17] Additionally, peer-mentoring activities such as CLEs lead to improvements in communication skills and student comfort. [13][14][15][16][17][18][19][20] In this study, second-year (D2) and fourthyear (D4) dental students at one U.S. dental school participated in CLEs during live, faculty-supervised patient care.…”

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confidence: 99%

“…[12][13][14][15][16][17] Additionally, peer-mentoring activities such as CLEs lead to improvements in communication skills and student comfort. [13][14][15][16][17][18][19][20] In this study, second-year (D2) and fourthyear (D4) dental students at one U.S. dental school participated in CLEs during live, faculty-supervised patient care. In the CLEs, D4 students acted as mentors to D2 students for clinical procedures.…”

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confidence: 99%

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Dental Students’ Perceived Value of Peer‐Mentoring Clinical Leadership Experiences

Sheridan

Hammaker

Peralta

et al. 2016

Journal of Dental Education

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This pilot study compared second-and fourth-year dental students' perceived values of newly implemented clinical leadership experiences (CLEs) at one U.S. dental school during the 2012-13 academic year. In the CLEs, fourth-year (D4) students mentored second-year (D2) dental students during faculty-supervised patient treatment. The two cohorts' perceived value of the experiences was measured with questionnaires consisting of five-point Likert scale questions and open text responses. Out of a total of 114 D2 and 109 D4 students, 46 D2 students and 35 D4 students participated (response rates of 40.4% and 32.1%, respectively). While responses from both cohorts showed they highly valued the CLEs, the D2s perceived greater value: 4.07 (0.53) v. 3.51 (0.95), p<0.003. Both cohorts reported feeling that D4s were prepared to mentor D2s, that the CLEs had educational benefits, and that the CLEs increased their comfort with peer communication. Theme analysis of open text questions revealed that the respondents perceived the D4s were more accessible than faculty and provided guidance and individual attention; the CLEs increased student comfort; the CLEs reinforced D4 skills, knowledge, and confidence; and the CLEs provided management, leadership, and collaborative work experience. Theme analysis also highlighted student concerns about a lack of program structure. Overall, the majority of both groups valued CLEs in their dental education. Particular advantages they perceived were increased comfort, guidance, and attention. Further program development should address student concerns. These results suggest that similar programs should be considered and/or expanded in other dental schools' curricula.Dr. Sheridan is a

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Dental Students’ Perceived Value of Peer‐Mentoring Clinical Leadership Experiences

Sheridan

Hammaker

Peralta

et al. 2016

Journal of Dental Education

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“…This model requires fewer resources and offers an opportunity for more friendly and comfortable mentor-mentee relationship with more mutual understanding (7-10). Moreover, during the transition to academic institutions, peer mentoring is essential to adapt to the new learning and teaching environment and the specific struggles that the newcomers face (11-13). Despite these advantages, there are a few reports of implementing peer mentoring programs in the early stage of medical school (14).…”

Section: Introductionmentioning

confidence: 99%

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

Abdolalizadeh

Pourhassan

Gandomkar

et al. 2017

Med J Islam Repub Iran

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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.

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Moving beyond orientations: a multiple case study of the residency experiences of Canadian-born and immigrant international medical graduates

Najeeb

Wong

Hollenberg

et al. 2018

Adv in Health Sci Educ

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Peer mentoring for core medical trainees: uptake and impact

Abstract: This simple peer mentoring scheme was popular despite busy workloads and benefited all concerned. It is a simple effective way of supporting doctors. More work is needed to improve training for mentors and to improve access to mentoring.

Cited by 18 publications

References 7 publications

Dental Students’ Perceived Value of Peer‐Mentoring Clinical Leadership Experiences

Dental Students’ Perceived Value of Peer‐Mentoring Clinical Leadership Experiences

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

Moving beyond orientations: a multiple case study of the residency experiences of Canadian-born and immigrant international medical graduates

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