West Yorkshire Mentor Scheme: teaching and development

Abstract

WYMS is well received, beneficial and an excellent, local adjunct to clinical placements. It is of significant value to final-year students and their FY mentors, assisting in the development of student assistantships and clinical placement design. For FY doctors, it is a rewarding scheme that develops essential attributes of time management, communication and leadership for mentors and for the junior doctors who organise the scheme.

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

“…Undergraduate student learning and research experiences have also been shown to effectively increase their interest, motivation, and preparedness for professional practice with a positive mentoring relationship often cited as a key element in these outcomes [18,19,20]. The quality of mentorship relationships, largely influenced by faculty mentors, has been associated with students' persistence to learn and become better, with mentoring directly or indirectly impacting on learner performance [21,22,23].…”

An Evidence-Based Evaluation of Prevailing Learning Theories on Mentoring in Palliative Medicine

“…Palliative Medicine's evolving multidimensional nature and accent upon maximising comfort and quality of life that "requires changing one's conceptual model from disease and diagnosis to patient goals, prognosis and function" creates a unique challenge for medical educators and curriculum planners [1]. Mentoring has been proposed as a means of circumnavigating Palliative Medicine's educational hurdles [2][3][4][5]. Though theoretically viable, the employment of mentoring in Palliative Medicine has been hindered by the presence of a variety of descriptions of mentoring approaches and practices.…”

“…Whilst reviews of mentoring in medicine have sought to characterize and define mentoring practice, a lack of viable learning theories in mentoring represent a considerable obstacle to mentoring in medicine in general and indeed in Palliative Medicine [3,[9][10][11][12][13][14][15][16][17][18][19][20]. A learning theory of mentoring in Palliative Medicine is necessary to guide the development of an effective mentoring program in this speciality [17].…”

Improving Mentoring Through a Blend of Novice and Peer, Near Peer and Group Mentoring: A Commentary

“…Kman et al 6 notes that peer mentorship "avoids the common mentoring pitfall known as the "authority gradient" in which the gap between mentor and mentee leads to an ineffective relationship". 7,8 Also significantly noted that peer mentorship usually evolved into a connection that more resembled a friendship than a mere working relationship which has been found to sustain effective mentoring relationships. 4 Peer and near peer mentorship allows students to appreciate the value of working together as a team, whether it is with peers or a senior mentor, to achieve both overall and individual success.…”

“…6 The process is also mutually beneficial with senior members of the near peer mentoring dyad "developed essential attributes of time management, communication and leadership for mentors". 7 The combination of group, near peer, peer and novice mentoring also rewards mentors with "the recognition… the teaching can be enjoyable, rewarding and beneficial to them'' which in turn urges them to continue capitalizing on their strengths and improve on their weaknesses.…”