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Journal ArticleDOI

Mentoring programs for medical students - a review of the PubMed literature 2000 - 2008

30 Apr 2010-BMC Medical Education (BioMed Central)-Vol. 10, Iss: 1, pp 32-32
TL;DR: In Europe, more mentoring programs should be developed, but would need to be rigorously assessed based on evidence of their value in terms of both their impact on the career paths of juniors and their benefit for the mentors.
Abstract: Although mentoring is acknowledged as a key to successful and satisfying careers in medicine, formal mentoring programs for medical students are lacking in most countries. Within the framework of planning a mentoring program for medical students at Zurich University, an investigation was carried out into what types of programs exist, what the objectives pursued by such programs are, and what effects are reported. A PubMed literature search was conducted for 2000 - 2008 using the following keywords or their combinations: mentoring, mentoring program, medical student, mentor, mentee, protege, mentorship. Although a total of 438 publications were identified, only 25 papers met the selection criteria for structured programs and student mentoring surveys. The mentoring programs reported in 14 papers aim to provide career counseling, develop professionalism, increase students' interest in research, and support them in their personal growth. There are both one-to-one and group mentorships, established in the first two years of medical school and continuing through graduation. The personal student-faculty relationship is important in that it helps students to feel that they are benefiting from individual advice and encourages them to give more thought to their career choices. Other benefits are an increase in research productivity and improved medical school performance in general. Mentored students also rate their overall well-being as higher. - The 11 surveys address the requirements for being an effective mentor as well as a successful mentee. A mentor should empower and encourage the mentee, be a role model, build a professional network, and assist in the mentee's personal development. A mentee should set agendas, follow through, accept criticism, and be able to assess performance and the benefits derived from the mentoring relationship. Mentoring is obviously an important career advancement tool for medical students. In Europe, more mentoring programs should be developed, but would need to be rigorously assessed based on evidence of their value in terms of both their impact on the career paths of juniors and their benefit for the mentors. Medical schools could then be monitored with respect to the provision of mentorships as a quality characteristic.

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Citations
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BookDOI
30 Oct 2019
TL;DR: The Science of Effective Mentorship in STEMM as discussed by the authors explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEM, and institutional cultures that support mentorship.
Abstract: Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.

147 citations


Cites background from "Mentoring programs for medical stud..."

  • ...One of the most systematic and relevant reviews of mentorship in medical school covered PubMed-indexed publications from 2000 to 2008 (Frei et al., 2010)....

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Journal ArticleDOI
TL;DR: In this article, the authors investigated the impact of mentoring during postgraduate specialist training on the career success of doctors and found that up to 50% of doctors reported having a mentor.
Abstract: Medical Education 2011: 45:488–496 Objectives Although mentoring is perceived as key to a successful and satisfying career in medicine, there is a lack of methodologically sound studies to support this view. This study made use of a longitudinal design to investigate the impact of mentoring during postgraduate specialist training on the career success of doctors. Methods We analysed data pertaining to 326 doctors (172 women, 52.8%; 154 men, 47.2%) from a cohort of medical school graduates participating in the prospective SwissMedCareer Study, assessing personal characteristics, the possession of a mentor, mentoring support provided by the development network, and career success. The impact of personal characteristics on having a mentor was investigated using multiple linear regression analysis. The impacts of having a mentor and of having development network mentoring support on career success were analysed using hierarchical multiple regression analysis. Results Up to 50% of doctors reported having a mentor. A significant gender difference was found, with fewer female than male doctors having a mentor (40.7% versus 60.4% at the fifth assessment; p ≤ 0.001). Apart from gender, significant predictors of having a mentor were instrumentality (β = 0.24, p ≤ 0.01) and extraprofessional concerns (β = − 0.15, p ≤ 0.05). Both having a mentor and having career support from the development network were significant predictors of both objective (β = 0.15, p ≤ 0.01; β = 0.17, p ≤ 0.01) and subjective (β = 0.17, p ≤ 0.01; β = 0.14, p ≤ 0.05) career success, but not of career satisfaction. Conclusions This study confirmed the positive impact of mentoring on career success in a cohort of Swiss doctors in a longitudinal design. However, female doctors, who are mentored less frequently than male doctors, appear to be disadvantaged in this respect. Formal mentoring programmes could reduce barriers to mentorship and promote the career advancement of female doctors in particular.

129 citations

Journal ArticleDOI
TL;DR: The importance of early intervention in medical students' careers by surgeons and the possibility of junior doctors acting as mentors is identified and the differences between these are highlighted.
Abstract: Background A number of studies have highlighted the importance of positive role models and mentors in influencing medical students' ultimate career decisions. This article sought to review the relevant literature in relation to mentors and role models in surgery. Data sources A comprehensive PubMed search of the literature on the subject of role models and mentors was performed using the following keywords: “Mentors,” “Mentorship,” and “Role Models” alone and in conjunction with the words “medicine” and “surgery.” Conclusions This article defines the terms role model and mentor and highlights the differences between these. It identifies the importance of early intervention in medical students' careers by surgeons and the possibility of junior doctors acting as mentors. Formal mentoring programs appear to be associated with greater satisfaction among surgical trainees regarding mentorship. In addition, this review serves to show the potential approaches to developing mentorship and role models in surgery.

96 citations


Cites background from "Mentoring programs for medical stud..."

  • ...Mentoring programs or medical students is a not a new phenomenon, but to ate it is more common in US medical schools than in urope.(26) However, there is minimal literature on the revalence of formal or informal mentorship, trainee satsfaction with mentorship, and the impact of mentorship n surgeons remaining in training, not to mention the rainee perspective on the need for mentorship....

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Journal ArticleDOI
TL;DR: Current trends in medical student mentoring programs are analyzed, taking into account their objectives, execution, and evaluation, to outline the challenges encountered, potential benefits, and key future implications for mentees, mentors, and institutions.
Abstract: Medical school mentoring programs incorporate a wide range of objectives. Clinical mentoring programs help to develop students' clinical skills and can increase interest in under-subscribed specialties. Those that focus on teaching professionalism are integrated into medical school curriculums in order to overcome the "hidden curriculum". Positive mentoring plays a part in reversing the decline of academic medicine, by sparking interest through early research experiences. It also has an important role in encouraging recruitment of under-represented minority groups into the medical profession through widening access programs. The aim of our review of the literature, is to analyze current trends in medical student mentoring programs, taking into account their objectives, execution, and evaluation. We outline the challenges encountered, potential benefits, and key future implications for mentees, mentors, and institutions.

81 citations


Cites background from "Mentoring programs for medical stud..."

  • ...However, unlike teaching, mentoring involves developing a relationship that focuses on achieving specific goals.(3) A mentor is employed to counsel...

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  • ...of a practical skill, personal and professional development, research opportunity, and academic development.(3) Mentors also provide emotional support and counseling, as well as professional help....

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Journal ArticleDOI
TL;DR: Institutional policies and programming that facilitate LGBT inclusion and visibility in academia may lead to greater faculty work satisfaction and productivity, higher retention and supportive role modeling and mentoring for the health professions pipeline.
Abstract: Purpose: Diversity efforts in the academic medicine workforce have often neglected the identification and inclusion of lesbian, gay, bisexual, and transgender (LGBT) health professionals. Many of these professionals have served as educators, researchers, administrators, and leaders at their academic institutions, but their perspectives on the barriers to and facilitators of pursuing academic careers, as well as the perspectives of trainees, have not been explored. Methods: We applied a purposeful convenience sampling strategy to collect quantitative and qualitative data among LGBT health care professionals (HCP) and trainees. The authors identified trends in data using bivariate analyses and consensual qualitative research methods. Results: We analyzed data from 252 surveys completed by HCPs and trainees and a subset of 41 individuals participated in 8 focus groups. Among survey participants, 100% identified as lesbian, gay, and bisexual (LGB) or queer; 4.5% identified along the trans-spectrum; 3...

79 citations

References
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Journal ArticleDOI
06 Sep 2006-JAMA
TL;DR: Practical recommendations on mentoring in medicine that are evidence-based will require studies using more rigorous methods, addressing contextual issues, and using cross-disciplinary approaches.
Abstract: ContextMentoring, as a partnership in personal and professional growth and development, is central to academic medicine, but it is challenged by increased clinical, administrative, research, and other educational demands on medical faculty. Therefore, evidence for the value of mentoring needs to be evaluated.ObjectiveTo systematically review the evidence about the prevalence of mentorship and its relationship to career development.Data SourcesMEDLINE, Current Contents, Cochrane Database of Systematic Reviews, Database of Abstracts of Reviews of Effects, Cochrane Central Register of Controlled Trials, PsycINFO, and Scopus databases from the earliest available date to May 2006.Study Selection and Data ExtractionWe identified all studies evaluating the effect of mentoring on career choices and academic advancement among medical students and physicians. Minimum inclusion criteria were a description of the study population and availability of extractable data. No restrictions were placed on study methods or language.Data SynthesisThe literature search identified 3640 citations. Review of abstracts led to retrieval of 142 full-text articles for assessment; 42 articles describing 39 studies were selected for review. Of these, 34 (87%) were cross-sectional self-report surveys with small sample size and response rates ranging from 5% to 99%. One case-control study nested in a survey used a comparison group that had not received mentoring, and 1 cohort study had a small sample size and a large loss to follow-up. Less than 50% of medical students and in some fields less than 20% of faculty members had a mentor. Women perceived that they had more difficulty finding mentors than their colleagues who are men. Mentorship was reported to have an important influence on personal development, career guidance, career choice, and research productivity, including publication and grant success.ConclusionsMentoring is perceived as an important part of academic medicine, but the evidence to support this perception is not strong. Practical recommendations on mentoring in medicine that are evidence-based will require studies using more rigorous methods, addressing contextual issues, and using cross-disciplinary approaches.

1,318 citations

Journal ArticleDOI
TL;DR: The main focus of this investigation was to examine what types of structured mentoring programmes exist for doctors as well as for medical students, what short- and long-term goals these projects pursue, and whether statements can be made on the effectiveness and efficiency of these programmes.
Abstract: Mentoring programmes have been implemented as a specific career-advancement tool in the training and further education of various groups in the medical profession. The main focus of our investigation was to examine what types of structured mentoring programmes exist for doctors as well as for medical students, what short- and long-term goals these projects pursue, and whether statements can be made on the effectiveness and efficiency of these programmes. A literature-search strategy was applied to Medline for 1966-2002 using the keyword combinations: (a) mentor* [AND] program* [AND] medical students, and (b) mentor* [AND] program* [AND] physicians. Although a total of 162 publications were identified, only 16 papers (nine for medical students and seven for doctors) met the selected methodological criteria. The majority of the programmes lack a concrete structure as well as a short- and long-term evaluation. Main goals are to increase professional competence in research and in further specialization and to build up a professional network for the mentees; no statements are to be found on the advantages for the mentors. Programme evaluation is for the most part presented descriptively in terms of great interest and high level of satisfaction. No publication contains statements on the effectiveness or the efficiency of the programme. Although the results of mentoring are promising, more formal programmes with clear setup goals and a short- and long-term evaluation of the individual successes of the participants as well as the cost-benefit analysis are needed.

248 citations


"Mentoring programs for medical stud..." refers background or methods in this paper

  • ...Eleven papers [1,3,25-33] refer to mentoring for medical students in general, as well as its significance and impact as far as the students' professional development and success are concerned....

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  • ...[1] 2006 Switzerland Systematic review:...

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  • ...These papers are mainly surveys and reports on personal mentoring experiences, while two papers [1,27] are systematic reviews (Table 2)....

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  • ...[1] report on mentoring models and their effect in the long and short term [1]....

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  • ...Although several authors report that mentoring is a key to a successful and satisfying career in medicine [4,9,10], there is a lack of mentoring programs for medical students and doctors in most countries [1]....

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Journal ArticleDOI
TL;DR: The authors describe the development of optimal mentoring relationships, emphasizing the importance of experience and flexibility in working with beginning to advanced students of different learning styles, genders, and races.
Abstract: Mentoring skills are valuable assets for academic medicine faculty, who help shape the professionalism of the next generation of physicians Mentors are role models who also act as guides for students' personal and professional development over time Mentors can be instrumental in conveying explicit academic knowledge required to master curriculum content Importantly, they can enhance implicit knowledge about the "hidden curriculum" of professionalism, ethics, values and the art of medicine not learned from texts In many cases, mentors also provide emotional support and encouragement The relationship benefits mentors as well, through greater productivity, career satisfaction, and personal gratification Maximizing the satisfaction and productivity of such relationships entails self-awareness, focus, mutual respect, and explicit communication about the relationship In this article, the authors describe the development of optimal mentoring relationships, emphasizing the importance of experience and flexibility in working with beginning to advanced students of different learning styles, genders, and races Concrete advice for mentor "do's and don'ts"is offered, with case examples illustrating key concepts

198 citations


"Mentoring programs for medical stud..." refers background in this paper

  • ...more important is the prevalence of the attitude among senior faculty members and faculty authorities that an investment in the juniors' careers is vital in medical education [25,29]....

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  • ...Requirements for mentors and mentees Most conceptual and survey papers focus on the qualities required to become an effective mentor [3,25,28,29,32]....

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  • ...[25] provide a conceptual analysis of mentorships, while other authors [3,26,29,32] list tips on how to be an effective mentor and a successful mentee, as well as the advantages and pitfalls of mentoring....

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  • ...There is an absence of recommendations in terms of the contribution students can make to being a successful mentee [29,32]....

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  • ...Eleven papers [1,3,25-33] refer to mentoring for medical students in general, as well as its significance and impact as far as the students' professional development and success are concerned....

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Journal Article
TL;DR: The mentoring models for women and underrepresented minority faculty and students at Creighton University Health sciences Schools and Wake Forest University School of Medicine will serve as a guide for other Health Sciences Schools.
Abstract: Women and minority faculty and students are seriously underrepresented in university and academic healthcare institutions. The role of mentoring has been identified as one of the significant factors in addressing this underrepresentation. We have described the mentoring efforts at two institutions of higher learning in assisting women and minority students and faculty in being accomplished in their academic pursuits. One-hundred-thirty students and >50 women and minority faculty have participated in the mentoring programs described. The number of participants has increased dramatically over the years and continues to evolve positively. These programs appear to be quite successful in the short term. Further evaluation of measurable outcomes will be necessary to fully determine their true impact. The mentoring models for women and underrepresented minority faculty and students at Creighton University Health Sciences Schools and Wake Forest University School of Medicine will serve as a guide for other Health Sciences Schools.

182 citations


"Mentoring programs for medical stud..." refers background or methods in this paper

  • ...Results Of the 25 papers that met the four inclusion criteria established, 14 papers [5,12-24] describe formal mentoring programs for medical students, provide information about the goal of the program, the mentoring model used, participants, the nature of program evaluation, and the effects of the program (Table 1)....

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  • ...The mentored students receiving ongoing career advice and counseling were able to give more thought to the decision on their career, and how this could be matched to their interests and abilities [12,15-17,20,23]....

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  • ...[17] 2006 USA To provide career counseling and group support for underrepresented medical students Group- and oneto-one mentoring Mentees, Mentors: younger students...

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  • ...[17] describe the Health Sciences Multicultural and Community Affairs (HS-MACA) Program, a pipeline program targeting students from high school through graduate school which offers special career counseling and mentoring for disadvantaged students (such as female, minority or financially disadvantaged students)....

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  • ...The students involved in mentoring programs also felt better supported at a personal level and rated their overall wellbeing as higher [16,17,21,23,24]....

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Journal ArticleDOI
TL;DR: The aim was to describe the prevalence of mentoring in hospitals and institutions affiliated with one medical school and to identify specific factors associated with having a mentor and with the satisfaction of those being mentored.

163 citations


"Mentoring programs for medical stud..." refers background in this paper

  • ...Whereas a tutor, teacher/ educator, coach, or supervisor mainly focuses on promoting and supporting a junior's professional skills, a mentor is an active partner in an ongoing relationship who helps a mentee to maximize his or her potential and to reach personal and professional goals [4]....

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  • ...Although several authors report that mentoring is a key to a successful and satisfying career in medicine [4,9,10], there is a lack of mentoring programs for medical students and doctors in most countries [1]....

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