Differential mentorship for medical students: development, implementation and initial evaluation

Jennifer Kurré,Corinna Petersen-Ewert,Monika Bullinger,Andreas H Guse

doi:10.5116/ijme.508b.9bd6

Abstract

Objectives: The aim of this study was to develop a uniquely tailored mentoring program for medical students and evaluate the success of implementation. Methods: A cross-sectional survey among medical students at University Medical Center Hamburg-Eppendorf, Germany, in 2007 (response rate 74%, n=1235) was administered to explore student needs for an individual counseling service (mentoring program). These data were supplemented with additional qualitative data (telephone interviews (n=52) and expert panels). The success of implementation was evaluated according to publicity and participation within the target group. Results: In total, 66% (n=798) of the students claimed an interest in a mentoring program. With regard to possible challenges related to the launching of a new program, awareness was frequently mentioned. Experts suggested the establishment of a differential mentoring program

Highlights

Mentoring in academic medicine has been applied in many different ways to support both students and young physicians
Experts suggested the establishment of a differential mentoring program consisting of three parts that is tailored to studentsindividual performance
The current literature provides no clear distinction among the terms counseling, tutoring or mentoring for medical students, and programs vary in their official names and structures.[2,3]

Summary

Introduction

Mentoring in academic medicine has been applied in many different ways to support both students and young physicians. According to Sweeney, “Mentoring is a partnership between two people built upon trust. It is a process in which the mentor offers ongoing support and development opportunities to the mentee. Addressing issues and blockages identified by the mentee, the mentor offers guidance, counseling and support in the form of pragmatic and objective assistance. Both share a common purpose of developing a strong two-way learning relationship”.1. The current literature provides no clear distinction among the terms counseling, tutoring or mentoring for medical students, and programs vary in their official names and structures.[2,3]

Objectives

Methods

Results

Discussion

Conclusion