scholarly journals Mentor-Mentee Program with Medical Students: A Successful Program with Ethical Considerations

2021 ◽  
Vol 2 (2) ◽  
pp. 135-139
Author(s):  
Tin Tin Thein ◽  
Tun Aung ◽  
Aye Aye Wynn ◽  
Win Win Than ◽  
Mie Mie Sein ◽  
...  
Keyword(s):  
Medical Students ◽  
Personal Growth ◽  
Ethical Issues ◽  
Clinical Skills ◽  
Support Network ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Research Experiences ◽  
Additional Support ◽  
Interest In Research

   Background: Mentoring is the relationship of a guide or a teacher with another person/student augmenting his/her carrier growth, knowledge, skills, and experiences implemented by caring, sharing and helping hands. The aim of this paper is to highlight the mentoring, type of mentoring, how important of matching and consideration of ethical issue in mentoring program. Not missing these significant points, mentoring program could be successful in universities including medical faculty.  Methods: The SMART principles of specific, measurable, attainable, relevant, and time-bound are essential to structure the matching between mentor and mentee. The rule of etiquette and ethical issues are crucial and beneficial for mentor mentee relationship. Clinical mentoring programs help to develop students’ clinical skills and can increase interest in under-subscribed specialties. Positive mentoring plays a part in reversing the decline of academic medicine, by sparking interest through early research experiences.  Results: There is the short term goal which is to introduce an immediate support network for incoming students and the long term goal is to cultivate a mentoring culture to engage all strata of medical students and every faculty member. Medical students expressed that mentoring program is to provide counselling, develop professionalism, increase students' interest in research, and support them in their personal growth.  Conclusion: The goal of mentorship is to provide additional support to student or mentee by steering of the academic needs or social prerequisites to accelerate the personal and professional development of mentee with advice, guide and feed backs from the mentor. 

scholarly journals Towards a better understanding of medical students’ mentorship needs: a self-determination theory perspective

2021 ◽  
Author(s):  
Adam Neufeld ◽  
Bryden Hughton ◽  
Javeria Muhammadzai ◽  
Meredith McKague ◽  
Greg Malin
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Skills ◽  
Perceived Competence ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Learning And Teaching

Introduction: Mentorship programs are ubiquitous in medical education. However, few emphasize equal development for learners and mentors, or incorporate clinical skills, which may be important for promoting medical students’ self-determination. Central to this consideration are the three basic psychological needs for autonomy, competence, and relatedness, described by Self-Determination Theory (SDT). Grounded in SDT, this study assesses the extent that meeting these needs, in a near-peer mentoring program, impacts learners’ and mentors’ motivation and perceived competence about learning and teaching of clinical knowledge, respectively. Methods: Medical students from the University of Saskatchewan, who participated in its near-peer mentoring program (PULSE: Peers United in Leadership & Skills Enhancement), were invited to complete an anonymous survey. Regression was used to determine how the program’s learning climate impacted learners’ and mentors’ psychological need satisfaction and perceived competence within their mentorship role. Results: Learners and mentors both rated PULSE as highly needs-satisfying. In turn, this was associated with greater perceived competence about learning and teaching of the material. Conclusions: Findings from this study suggest that mentoring programs in medical education, which support learners’ basic psychological needs, may promote their motivation and perceived competence—both about learning and also teaching of clinical skills. The implications of these results are discussed from an SDT perspective, with respect to mentoring programs in medical education.

scholarly journals Mentoring Clinical-Year Medical Students: Factors Contributing to Effective Mentoring

2018 ◽  
Vol 5 ◽  
pp. 238212051875771 ◽  
Author(s):  
Hind I Fallatah ◽  
Yoon Soo Park ◽  
Jamila Farsi ◽  
Ara Tekian
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Career Planning ◽  
Clinical Skills ◽  
University Faculty ◽  
Mentoring Program ◽  
Special Support ◽  
Student Academic Performance ◽  
Academic Mentoring ◽  
King Abdulaziz University

Theory: Academic mentoring is an effective method of enhancing undergraduate medical student academic performance, research productivity, career planning, and overall satisfaction. Hypotheses: This study investigates the relationship between mentor characteristics and mentee academic performance, with an emphasis on identifying students who need special support. Methods: A cross-sectional study was conducted among fourth-year medical students at King Abdulaziz University Faculty of Medicine undertaking the clinical skills module (CSM) rotation. Mentors included senior and junior faculty members from the Department of Internal Medicine and the Department of Family Medicine. King Abdulaziz University Faculty of Medicine assigned 1 mentor for every 10 medical students. We organized our mentoring program in the following format: (1) an initial group meeting (mentor with all 10 medical students) and (2) subsequent one-on-one meetings (mentor with each mentee alone). We assessed mentor characteristics, student academic performance and satisfaction, and the rate of mentees referred for special support. Results: A total of 184 students completed the CSM rotation. Among these, 90 students responded to the preprogram survey, with 83% reporting that mentoring was important to them. Group meetings and one-on-one meetings were attended by 60% and 49% of all students, respectively. The most frequent type of support required by the participating students was psychological support (12% of mentees). Participation in the mentoring program had no significant effect on student academic performance. Mentor seniority ( P = .024) and motivation ( P = .002) were significantly associated with the rate of student referral for special support. Conclusions: This study demonstrated that academic mentoring can be effective in enhancing student outcomes and promoting special support for students. Moreover, mentor and mentee motivation were found to be essential elements of a successful mentoring program.

Articulating Practices: Methods and Experiences

1996 ◽  
Vol 1 (2-3) ◽  
pp. 239-247 ◽  
Author(s):  
Arlene M. Katz ◽  
John Shotter
Keyword(s):  
United States ◽  
Primary Care ◽  
Clinical Practice ◽  
Medical Students ◽  
Medical School ◽  
Primary Care Physicians ◽  
Ethical Issues ◽  
Medical Knowledge ◽  
The United States ◽  
Mentoring Program

In this article we describe an experimental mentoring program conducted in a major medical school in the Northeast of the United States. In it, primary care physicians mentored medical students in the course of conducting their daily practices. All involved were trained in a special reflecting practice that led them to focus on, and to discuss, concrete events occurring during the day. We illustrate how, both in pairs and in larger meetings, in discussing events within their practice together that they were 'struck by', student-mentees not only came to a more practical grasp of the medical knowledge of the classroom and textbook, but that all involved in the program came to create between them a resourceful community. At work within this program was a practice that functioned, not only to help the students, but the whole ongoing practice: for within it, besides moments of teaching, where other kinds of shared moments to do with the details of clinical practice, ethical issues, administrative problems, and so on — with all involved helping each other with what we have called the appreciative evaluation and elaboration of their practices.

scholarly journals Student perspectives on the value of rural electives

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Ian Couper
Keyword(s):  
Medical Students ◽  
Personal Growth ◽  
Role Model ◽  
Clinical Skills ◽  
Repeated Reading ◽  
Health Sciences ◽  
Graduate Entry ◽  
Community Benefits ◽  
Rural Doctor ◽  
The University

Background: Medical students in the Faculty of Health Sciences at the University of the Witwatersrand (Wits) in Johannesburg have the opportunity to do electives at the end of the first and third years of a four-year graduate-entry medical programme. Upon their return they are required to write a short portfolio report. Over the period 2005 to 2011, 402 students chose to do rural electives.Aim and setting: To understand the value of rural electives from the perspective of medical students in the Faculty of Health Sciences at Wits, as derived from their assessment reports.Methods: A review was conducted of 402 elective reports. Common themes were identified through repeated reading of the reports, and then content analysis was undertaken using these themes.Results: Major themes identified were the reasons for choosing a rural facility for the elective, including going to a home community; benefits of the elective, especially in terms of clinical skills and personal growth; relationship issues; the multiple roles of the rural doctor, who is often a role model working in difficult conditions; and the challenges of rural electives.Conclusion: The electives were overwhelmingly positive and affirming experiences for students, who developed clinical skills and also learnt about both themselves and their chosen career.

scholarly journals Survey of the triple-mentoring program for students at a religious medical school

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ting-Chun Tseng ◽  
Tsung-Ying Chen ◽  
Shao-Yin Chu ◽  
Hung-Che Wang ◽  
Ching-Yuan Chang
Keyword(s):  
Medical Students ◽  
School Counselors ◽  
Career Counseling ◽  
Counseling Students ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Guidance Counseling ◽  
Educational Career ◽  
Faculty Mentors ◽  
Moral Guidance

Abstract Background Tzu Chi University in Taiwan offers a unique mentoring program. This program differs from others as it comprises triple mentorship, namely, faculty mentors, Tzu Cheng/Yi De (TC/YD; senior volunteers), and school counselors. This study aimed to survey the role functions of the mentors from the perspective of medical students. Methods The Role Functions of the Mentoring Program Scale (RFMPS) was developed on the basis of literature reviews and focus groups and it underwent exploratory factor analysis for internal consistency and reliability. RFMPS comprises four role functions, namely, mental, educational, career, and humanistic/moral guidance counseling. The survey was distributed to 171 medical students via an online network with two-month intervals and was analyzed using multivariate analysis of variance. Results The overall response rate was 64% (116/171). The mean scores of the four role functions in descending order belonged to faculty mentors, TC/YD, and school counselors. For humanistic/moral guidance, students had an equal preference for the faculty mentors and TC/YD over school counselors. As for educational, career, and mental guidance counseling, students preferred faculty mentors over TC/YD and school counselors. Faculty mentors provided students with the required guidance counseling for all the four role functions, especially educational guidance; TC/YD in particular offered prominent humanistic/moral guidance and career counseling; school counselors were less preferred but guided students in need. Conclusions Medical students value different role functions provided by faculty mentors, TC/YD, and school counselors. A diversified focus could be provided by the faculty mentors, particularly in educational, career, mental, and humanistic/moral counseling; TC/YD specialized in humanistic/moral guidance; and the school counselors carried out their role function only when needed. Humanistic/moral guidance is equally preferred to other types of guidance, which can be equally valuable in future mentoring programs.

scholarly journals Peers United in Leadership & Skills Enhancement (PULSE): A near peer mentoring program for medical students

2020 ◽  
Author(s):  
Adam Neufeld ◽  
Zachary Huschi ◽  
Amanda Ames ◽  
Greg Malin ◽  
Meredith McKague ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Environments ◽  
Peer Mentoring ◽  
Clinical Skills ◽  
Leadership Skills ◽  
Skills Development ◽  
Structured Learning ◽  
First Year ◽  
Mentoring Program ◽  
Second Year

Implication Statement  We created a near peer mentoring program in pre-clerkship, which gave medical students the opportunity to work together, teach others, and practice their clinical skills. It uniquely connects first year “learner-mentees” and second year “instructor-mentors” in semi-structured learning environments, from October to April. Beyond supporting intrinsic motivation, skills development, and collaboration, students gained experience in teaching; an important skill for physicians.

scholarly journals Group mentoring for junior medical students: perceptions of mentees and mentors

2009 ◽  
Vol 33 (4) ◽  
pp. 670-675 ◽  
Author(s):  
Maria de Fátima Aveiro Colares ◽  
Margaret de Castro ◽  
Cristiane Martins Peres ◽  
Afonso Diniz Costa Passos ◽  
José Fernando de Castro Figueiredo ◽  
...  
Keyword(s):  
Professional Development ◽  
Medical Students ◽  
Personal Development ◽  
Faculty Members ◽  
Mentoring Programs ◽  
First Year ◽  
Mentoring Program ◽  
First Year Students ◽  
Group Mentoring ◽  
One Year

Entering medical school can be associated with a number of difficulties that can hinder students' performance. Mentoring programs are designed to help students circumvent difficulties and improve their learning and personal development. The current study aimed to evaluate the perceptions of both students and mentors regarding a recently introduced, group-based mentoring program designed to support first-year students. After one year of regular meetings, students and mentors' perceptions of the program were assessed by means of structured questionnaires. Response content categories were identified through multiple readings. Both regular attendees and non-participating students had positive opinions about the program. Mentors were highly satisfied at having participated and acknowledged that the program has been useful not only for assisting students, but also for fostering their own personal and professional development. In conclusion, the group-based mentoring program is feasible and can elicit positive views from both mentors and students. In addition, faculty members' participation as mentors can also be beneficial, since the program appears to contribute to their own personal and professional development

scholarly journals Lack of residents due to COVID-19 pandemic. Can a mentor–mentee program during medical studies have a positive influence on the choice for specialist training in gynecology and obstetrics? A review of current literature and results of a national wide survey of medical students

2021 ◽  
Author(s):  
Stefan Hertling
Keyword(s):  
Medical Students ◽  
Career Planning ◽  
Epidemiological Data ◽  
Cross Sectional Study ◽  
Positive Influence ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Cross Sectional ◽  
Clinical Phase ◽  
Gynecology And Obstetrics

Abstract Objective The COVID-19 pandemic restricting clinical practice and exacerbating the lack of medical staff. There is currently a lack of young residents who are deciding on further training in gynecology and obstetrics. Design: review and prospective, cross-sectional study. Setting: the aim of this study was to investigate if structured mentoring programs can counteract this deficiency. Population: medical students took part from Germany in the clinical phase. Methods An anonymous questionnaire was developed and distributed to students from January to October 2020. Epidemiological data, questions about mentoring experiences, necessity and their expected influence on career planning were collected and statistically evaluated. Main outcome measures: structured mentoring-programs can influence the choice of subject. In particular, men are still underrepresented. Research on the topic of mentoring during in the field of gynaecology and obstetrics is completely lacking. Results A representative number of 927 medical students took part in the survey. 22% (170/906) of the students had already participated in a mentoring program with a significantly higher proportion of men (69%; 117/170; p < 0.001). Of these, 94% (453/170) said this was helpful. 6% (55/906) wanted to pursue a career in gynecology and obstetrics. When asked about their appreciation for structured mentoring programs in gynecology and obstetrics, 95% (880/906) would participate and 94% agreed (871/906) that this could have an impact on their choice of specialist and career planning. Conclusions An active provision of mentoring programs and more content can be a way of counteracting the shortage of residents in gynecology and obstetrics.

scholarly journals A Theoretical Framework for the Development of Views of One’s Own Aging

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 6-6
Author(s):  
Sarah Marrs ◽  
Jennifer Inker ◽  
Madeline McIntyre ◽  
Leland Waters ◽  
Tracey Gendron
Keyword(s):  
Older Adults ◽  
Medical Students ◽  
Assisted Living ◽  
Health Professions ◽  
Theoretical Framework ◽  
Community Dwelling ◽  
Mentoring Program ◽  
Term Care ◽  
Before And After ◽  
Students Attitudes

Abstract Senior mentoring programs have been established that provide medical students exposure to a community-dwelling older adult mentor. The goal of these programs is to expose students to healthy older adults, increase knowledge of geriatrics, and prepare them to care for an aging population. However, even while participating in a senior mentoring program, health professions students still demonstrate some discriminatory language towards older adults (e.g., Gendron, Inker, & Welleford, 2018). In fact, research suggests ageist practices occur, intentionally or not, among all health professions and within assisted living and long-term care facilities (e.g., Bowling, 1999; Dobbs et al., 2008; Kane & Kane, 2005). There is reason to believe that how we feel about other older adults is a reflection of how we feel about ourselves as aging individuals. As part of an evaluation of a Senior Mentoring program, we found that students’ attitudes towards older adults were not significantly improved (t (92) = .38, p = .70). To further explore this, we collected subsequent qualitative data. Specifically, we asked students to respond to the open-ended prompt before and after completing their senior mentoring program: How do you feel about your own aging? Our findings have revealed just how complex students’ views towards aging and elderhood are, pointing to a need to develop a theoretical framework for how these views are formed. Thus, the results of this qualitative grounded theory study illustrate the stages of development medical students’ progress through as they come to accept themselves as aging humans.

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