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Frei E, Stamm M, Buddeberg-Fischer B. Mentoring programs for medical students--a review of the PubMed literature 2000-2008. BMC Med Educ. 2010;10:32doi: 10.1186/1472-6920-10-32.
Frei, E., Stamm, M., & Buddeberg-Fischer, B. (2010). Mentoring programs for medical students--a review of the PubMed literature 2000-2008. BMC medical education, 1032. https://doi.org/10.1186/1472-6920-10-32
Frei, Esther, et al. "Mentoring programs for medical students--a review of the PubMed literature 2000-2008." BMC medical education vol. 10 (2010): 32. doi: https://doi.org/10.1186/1472-6920-10-32
Frei E, Stamm M, Buddeberg-Fischer B. Mentoring programs for medical students--a review of the PubMed literature 2000-2008. BMC Med Educ. 2010 Apr 30;10:32. doi: 10.1186/1472-6920-10-32. PMID: 20433727; PMCID: PMC2881011.
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BMC Med Educ. 2010 Apr 30;10:32. doi: 10.1186/1472-6920-10-32.

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

BMC medical education

Esther Frei, Martina Stamm, Barbara Buddeberg-Fischer

Affiliations

  1. Research Center for Career Development, Zurich University Hospital, Zurich, Switzerland.

PMID: 20433727 PMCID: PMC2881011 DOI: 10.1186/1472-6920-10-32

Abstract

BACKGROUND: 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.

METHODS: A PubMed literature search was conducted for 2000 - 2008 using the following keywords or their combinations: mentoring, mentoring program, medical student, mentor, mentee, protégé, mentorship. Although a total of 438 publications were identified, only 25 papers met the selection criteria for structured programs and student mentoring surveys.

RESULTS: 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.

CONCLUSION: 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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