Table 1.
Characteristics of 14 mentoring programs for medical students (listed by year of publication)
| Author Year Country |
Goal of mentoring program | Mentoring model | Participants | Program evaluation | Effects of the program |
|---|---|---|---|---|---|
| Coates et al. [5] 2008 USA |
Mentoring as part of a 4th-year College program | One-to-one and group mentoring |
Mentees: 4th-year medical students Mentors: Faculty members of the respective college |
Pre-/post telephone interviews with students enrolled in the College program and a random sample of a control group | Higher level of satisfaction on the part of the College intervention group with their access to career mentoring, elective advising for scheduling the 4th--year and for the residency application process High level of appreciation of on-going contact with peers and faculty, longitudinal clinical experience and research opportunities |
| Dorrance et al. [12] 2008 USA |
Increasing students' interest in internal medicine | One-to-one mentoring |
Mentees: 1st-and 2nd-year medical students Mentors: Internal medicine faculty members |
Quantitative (pre-/pos- program) and qualitative (post program) data collection | Greater interest in internal medicine as a career; career decisions by counseling; higher scholar productivity measured by presentations, publications and research awards |
| Kanter et al. [13] 2007 USA |
Improving students' experiences in medical humanities; supporting students' research projects | One-to-one mentoring |
Mentees: 3rd- and 4th-year medical students Mentors: Senior physicians |
Questionnaire (quantitative and qualitative data from mentees and mentors) | Increased interest in a career as physician-scientist Improved research skills |
| Kalet et al. [14] 2007 USA |
Mentoring as part of an online Professional Development Portfolio (PDP): Supporting professional growth and development; rewarding achievements outside required curriculum | One-to-one and group mentoring |
Mentees: 1st- up to 4th-year medical students Mentors: Faculty members |
Web-based survey tool for the acquisition of quantitative and qualitative data, independent of the PDP | Enrolled students assessed PDP as useful for: tracking own professional development increasing awareness of professional responsibilities preparing for the mentoring sessions |
| Zink et al. [15] 2007 USA |
Providing students with career information, counseling on career decisions and advising on the residency match process | One-to-one mentoring |
Mentees: A cohort of medical students over four years Mentors: Non-physician class counselors, assistant dean, faculty career advisors |
Questionnaire (quantitative data) | Career decisions by counseling Broader insight into different medical fields |
| Macaulay et al. [16] 2007 USA |
Advising, guiding and supporting students in their academic and professional development and extracurricular activities | Group mentoring: One mentor for 30 students Structured and informal sessions |
Mentees: 1st- up to 4th-year medical students Mentors: Senior physicians (faculty members), part-time job |
Online questionnaire survey (quantitative data) | Career decisions by counseling Improved networking Increased social support Reduced stress experience |
| Kosoko-Lasaki et al. [17] 2006 USA |
To provide career counseling and group support for underrepresented medical students |
Group- and one-to-one mentoring | Mentees, Mentors: younger students mentored by advanced students; advanced students mentored by postgraduate students and faculty members | Questionnaire survey (quantitative data) | Improved skills for coping with the demands of higher education Increased social support Facilitated choice of residency program Fostered professional development |
| Zier et al. [18] 2006 USA |
To increase interest in an academic career by providing opportunities to work on research programs | One-to-one mentoring |
Mentees: 1st- to 4th-year medical students Mentors: Physicians from clinical and science departments |
Questionnaire survey (quantitative data) | Increased research skills Increased number of research papers Higher number of postgraduates obtain positions with a research component |
| Goldstein et al. [19] 2005 USA |
Continuous monitoring of the student's progress in medical school | Small group and one-to-one mentoring |
Mentees: A cohort of medical students over four years Mentors: Senior physicians (faculty members) |
Results of Mini-Clinical Evaluation Exercise (CEX) and of Objective Structured Clinical Examination (OSCE); students' Portfolio of written work | Improved bedside skills Improved learning skills Evolved ability to monitor the own developmental progress |
| Coates et al. [20] 2004 USA |
Providing students with specialty-specific (Emergency Medicine, EM) career guidance: advice for scheduling their senior year, information about residency programs Role modeling for those embarking on a career path in EM |
Two-tier virtual advisor program: First tier: general answers to 14 frequently asked questions (on the Web site) Second tier: Linking students to individual mentors |
Mentees: Medical students interested in EM Mentors: Faculty members with experience in medical education, in advising students and with involvement in a EM residency program |
Qualitative email-survey of mentees and mentors | Improved career counseling for a broad range of medical students interested in EM Although written guidelines are given, formal training of mentors is required |
| Scheckler et al. [21] 2004 USA |
Providing an opportunity for continuous professional and personal advice and providing a role model | Group and one-to-one mentoring |
Mentees: 1st- up to 4th-year medical students Mentors: Experienced physicians (faculty members) |
No systematic evaluation, collection of qualitative statements | Broader educational experience Feeling of being psychologically supported Increased awareness of possibilities for integration of professional and extraprofessional concerns |
| Kalet et al. [22] 2002 USA |
Fostering the professional development of the students | Small group mentoring |
Mentees: 1st- and 2nd-year medical students Mentors: Medical faculty members |
Questionnaire survey (quantitative data), focus groups (qualitative data) | Improved professional behavior Development of a professional identity |
| Murr et al. [23] 2002 USA |
Fostering the professional and personal growth and well-being of students | Small group- and one-to-one mentoring |
Mentees: 1st- up to 4th-year medical students Mentors: Senior physicians |
No systematic evaluation | Increased social support Career decisions based on counseling Increased networking |
| Tekian et al. [24] 2001 USA |
To reduce the number of academic difficulties experienced by under-represented medical minority students | One-to-one mentoring |
Mentees: Minority medical students over four years Mentors: Physicians, teachers, advisors, medical students' families, clergy |
Personal interviews | Physician mentor: improved medical school performance Other mentors: non-specific personal and professional benefits |