Mentorering av medisinstudenter – en scoping review fra 2008 - 2018

Innledning Mentorprogrammer for medisinstudenter har vært en økende trend de siste 10 – 20 år, særlig innen medisinutdanning i Europa og Nord-Amerika. Fra tidligere er det publisert to litteraturgjennomganger av mentorprogrammer beskrevet i vitenskapelige artikler listet i Medline (1966 – 2002) og PubMed (2000 – 2008), hvor forfatterne identifiserte henholdsvis 9 og 14 formelle mentorprogrammer for medisinstudenter. Formålet med denne oppgaven er å identifisere og beskrive nye publikasjoner listet i perioden januar 2008 – januar 2018 som omhandler mentorprogrammer for medisinstudenter. Fokuset er på litteratur som beskriver (1) én-til-én mentorprogrammer, (2) gruppe-baserte programmer eller (3) kombinerte én-til-én- og gruppe-baserte mentorprogrammer. Metoder Systematisk litteratursøk i Medline (Ovid) og Embase (Ovid) fra januar 2008 – januar 2018. Søkestrategien var en kombinasjon av nøkkelord og MeSH-termer og manuell gjennomgang av referanselister fra relevante artikler identifisert i primærsøket. Viktigste resultater Litteratursøkene identifiserte totalt 494 vitenskapelige artikler. Etter fjerning av duplikater ble alle titler og abstrakt gjennomgått. Totalt 32 artikler ble lest i fulltekstversjon. 18 artikler er inkludert i litteraturgjennomgangen, hvorav 16 beskriver ulike mentorprogrammer for medisinstudenter i flere ulike land. I tillegg er 2 artikler som omhandler prevalensen av mentorprogrammer i henholdsvis USA og Tyskland inkludert. Konklusjon og konsekvenser Denne oppgaven gir en oppdatert oversikt over mentorprogrammer etablert for medisinstudenter i flere ulike land. Det finnes enda få medisinstudier med etablerte mentorprogrammer som har publisert deskriptive og evaluerende artikler i vitenskapelig litteratur. For universiteter som vurderer å implementere mentorprogrammer for medisinstudenter er det nødvendig å inneha kunnskap om utfordringer samt faktorer som bidrar til et velfungerende mentorprogram. Medisinutdanninger som allerede har etablerte mentorprogrammer oppfordres til å publisere deskriptive og evaluerende artikler om programmet

Group mentorship for undergraduate medical students—a systematic review

Introduction - Mentoring has become a prevalent educational strategy in medical education, with various aims. Published reviews of mentoring report very little on group-based mentorship programs. The aim of this systematic review was to identify group-based mentorship programs for undergraduate medical students and describe their aims, structures, contents and program evaluations. Based on the findings of this review, the authors provide recommendations for the organization and assessment of such programs. Methods - A systematic review was conducted, according to PRISMA guidelines, and using the databases Ovid MEDLINE, EMBASE, PsycINFO and ERIC up to July 2019. Eight hundred abstracts were retrieved and 20 studies included. Quality assessment of the quantitative studies was done using the Medical Education Research Study Quality Instrument (MERSQI). Results - The 20 included studies describe 17 different group mentorship programs for undergraduate medical students in seven countries. The programs were differently structured and used a variety of methods to achieve aims related to professional development and evaluation approaches. Most of the studies used a single-group cross-sectional design conducted at a single institution. Despite the modest quality, the evaluation data are remarkably supportive of mentoring medical students in groups. Discussion - Group mentoring holds great potential for undergraduate medical education. However, the scientific literature on this genre is sparse. The findings indicate that group mentorship programs benefit from being longitudinal and mandatory. Ideally, they should provide opportunities throughout undergraduate medical education for regular meetings where discussions and personal reflection occur in a supportive environment

Factors influencing mentors’ satisfaction: A study from medical schools in Norway and Canada

Phenomenon: The mentoring of undergraduate medical students has been shown to benefit the mentors; however, detailed information on the factors that influence the satisfaction and motivation of mentors remains unclear. Such knowledge can be useful in sustaining group mentorship programs. The aim of this study was to investigate the experiences and perspectives of mentors to ascertain the factors that contribute to satisfaction and motivation. Approach: As part of a larger research project, a survey was sent out to mentors at UiT the Arctic University of Norway, the University of Bergen and McGill University (N=461). Descriptive statistics, linear regression and factor analyses were used to examine the data in order to map factors associated with mentor satisfaction. Findings: The overall response rate was 59% (n=272/461). Mentors reported a high mean satisfaction score of 4.55 (±0.04, median 5.00) on a five-point Likert scale. Six out of nine statements describing how mentors approach group mentoring were strongly correlated with each other. Through factor analysis of the items, we found a dominating factor labeled “Student-centered mentoring approach” which was strongly associated with the level of satisfaction as a mentor. Additionally, highly satisfied mentors took a greater interest in patient-centered medicine and their students’ personal development. Their groups spent more time discussing students’ clinical experiences, societal poverty and health, and patients’ suffering and sickness. Insights: Our findings suggest that high mentor satisfaction, which is important for the pedagogical quality and sustainability of mentor programs, is related to the mentors’ student-centeredness and their interest in topics concerning professionalism. By preparing mentors for their roles and supporting them in developing strategies for establishing good mentoring relationships, the outcomes of group mentoring may be improved both for mentors and students. Interest in students’ personal development and the mentors’ own professional development seem to be indicators of mentors’ satisfaction and should be encouraged in mentorship programs

Factors influencing mentors’ satisfaction: A study from medical schools in Norway and Canada

Phenomenon: The mentoring of undergraduate medical students has been shown to benefit the mentors; however, detailed information on the factors that influence the satisfaction and motivation of mentors remains unclear. Such knowledge can be useful in sustaining group mentorship programs. The aim of this study was to investigate the experiences and perspectives of mentors to ascertain the factors that contribute to satisfaction and motivation. Approach: As part of a larger research project, a survey was sent out to mentors at UiT the Arctic University of Norway, the University of Bergen and McGill University (N=461). Descriptive statistics, linear regression and factor analyses were used to examine the data in order to map factors associated with mentor satisfaction. Findings: The overall response rate was 59% (n=272/461). Mentors reported a high mean satisfaction score of 4.55 (±0.04, median 5.00) on a five-point Likert scale. Six out of nine statements describing how mentors approach group mentoring were strongly correlated with each other. Through factor analysis of the items, we found a dominating factor labeled “Student-centered mentoring approach” which was strongly associated with the level of satisfaction as a mentor. Additionally, highly satisfied mentors took a greater interest in patient-centered medicine and their students’ personal development. Their groups spent more time discussing students’ clinical experiences, societal poverty and health, and patients’ suffering and sickness. Insights: Our findings suggest that high mentor satisfaction, which is important for the pedagogical quality and sustainability of mentor programs, is related to the mentors’ student-centeredness and their interest in topics concerning professionalism. By preparing mentors for their roles and supporting them in developing strategies for establishing good mentoring relationships, the outcomes of group mentoring may be improved both for mentors and students. Interest in students’ personal development and the mentors’ own professional development seem to be indicators of mentors’ satisfaction and should be encouraged in mentorship programs