. 2010 Apr 30;10:32. doi: 10.1186/1472-6920-10-32

Table 2.

Characteristics of 11 mentoring-related studies for medical students (listed by year of publication)

Author Year Country	Aim of the Article	Results	Conclusion
Keyser et al. [25] 2008 USA	Overview: Key domains of research mentorship	1. Mentor selection criteria: -experience and contacts in the mentee's area of research interest 2. Incentives for motivating faculty mentors: - institutional recognition, element for career promotion, awards and time	Research mentorship is a vital part of academic medical education. By establishing mentoring programs, institutions enhance the professional development of future researchers
		3. Factors facilitating the mentor-mentee relationship:
		- formal matching program, written guidelines for mentors and mentees
		4. Mentor responsibilities for strengthening the mentee's research abilities:
		- to provide useful feedback, to supervise the mentees' research
		5. Mentoring helps mentee
		- to build a professional network, to apply successfully for grants, to publish manuscripts, to shape personal performance
		6. Mentor's benefits:
		- personal satisfaction, increased professional recognition

Taherian et al. [26] 2008 UK	Overview: Advantages and disadvantages of mentoring	Advantages: - for mentees: shaping of personality, sharing experiences, networking - for mentors: satisfaction, sharing experiences, learning with juniors	Mentoring is a relationship rather than just a set of activities. It is a developmental process for both parties and, if well conducted, represents an enormous benefit
		- for the organization: improvements in doctors' training and satisfaction
		Disadvantages of mentoring:
		- conflict of interests between the mentoring and supervising role of the mentor
		- patronizing attitude of mentors
		- mentor proposing solutions instead of enabling mentees to find their own way

Buddeberg-Fischer [1] 2006 Switzerland	Systematic review: Formal mentoring programs for medical students	Types of structured mentoring programs: - peer, group and individual mentoring Short- and long-term goals of mentoring programs: - to stimulate students' interest in a certain medical specialty - training and cooperation in research - to provide career counseling, networking	Formal mentoring programs are of great importance in terms of career support and promotion of junior physicians In the interests of clearly identifying the advantages and disadvantages of formal mentoring, there is a need for a better evaluation
		Short- and long-term effects:
		- improvement in mentee's professional development and social skills
		- increased desire to pursue a scientific career

Buddeberg-Fischer [1] 2006 Switzerland	Systematic review: Formal mentoring programs for medical students	Types of structured mentoring programs: - improvement in mentee's professional development and social skills - increased desire to pursue a scientific career	Formal mentoring programs are of great importance in terms of career support and promotion of junior physicians In the interests of clearly identifying the advantages and disadvantages of formal mentoring, there is a need for a better evaluation

Sambunjak et al. [27] 2006 Croatia and USA	Systematic review: Mentoring in academic medicine: evidence on the prevalence of mentorship and its relationship to career development	Three papers [31,34,35] (two programs) refer to mentoring for medical students: - prevalence of mentorship in academic and health institutions reported in one paper: 36% of 3^rd- and 4^th-year medical students - impact of mentorship on personal development, career guidance, specialty and academic career choice, research productivity and success: reported by 60 to 98% of the mentees	Weak evidence to support the perception that mentoring is important for career success

Hauer et al. [28] 2005 USA	Survey: Focus groups of 4^th-year students with and without mentors Expectations towards mentors, perceived barriers to finding a mentor and suggestions for improving mentoring	Expectations towards a mentor: - devoted to develop a mentoring relationship, friendship and personalized guidance - impact on career development Barriers to finding a mentor: - faculty members seem to be busy, students were put off making an appointment - mentees' career indecision - courses of short duration making it difficult to establish a mentoring relationship Suggestions for enhancement of mentoring: - foster the awareness of the importance of mentorship	Medical students have a desire for supportive, personal and trusting relationships with faculty members, independent of specialty choice

Rose et al. [29] 2005 USA	Overview: Informal mentoring between faculty and medical student Advice on how to be an effective mentor	90% - 95% of students rate mentoring as important; one-third of students report having a mentor Requirements for being an effective mentor: - to be available, to invest in the mentee's personal and professional development, to share experiences, to review the student's progress	Faculty members should be receptive to students' requests for mentoring and provide support when the mentee-mentor-relationship seems appropriate
		Requirements for being a successful mentee: - follow through, accept challenge, set agendas, accept critique

Cochran et al. [30] 2004 USA	Survey: To identify desirable qualities for surgical role models	Frequency of surgeon mentors: -84% of 3^rd-year medical students have at least one surgeon mentor Types of surgeon mentors: -Attending surgeons (role of a teacher); -resident surgeons (role of a colleague)	Role models play a substantial part in the selection of a specialty

Garmel et al. [3] 2004 USA	Overview: Requirements for successful mentoring and possible pitfalls	Mentor's qualities and responsibilities: - is non-judgmental and accepts of personal differences - commits time and energy on a regular and ongoing basis - assists in the mentee's identity development - gives honest feedback in a constructive and caring manner	Mentoring is beneficial for both mentees and mentors Students' experience of mentoring in students may encourage them to be mentors themselves in the future
		Benefits for the mentor:
		- rekindled passion and excitement about the specialty
		Topics for mentoring:
		- career choice - application process for residency - academic advancement - career satisfaction - work-life-balance
		Pitfalls:
		- inappropriate expectations - breaching confidentiality

Aagard et al. [31] 2003 USA	Survey: Prevalence and characteristics of informal mentoring relationships among 3^rd- and 4^th-year medical students	Prevalence: - 26% of 3^rd-year and 45% of 4^th-year students have mentors - no gender difference in the frequency of mentoring relationships Development of mentoring relationship:	Advisors should refer students to potential mentors in the student's field of interest early in medical school
		- 28% during inpatient clerkships
		- 19% through research activities
		- 23% by actively seeking on the basis of similar interests
		Mentoring effects:
		- Choosing more often a research or an academic career
		- higher overall satisfaction in medical school

Hill et al. [32] 2002 USA	Personal perception of mentoring	Mentor's responsibility: - Supporting, counseling, sharing information, being available	Mentorship is a source of fulfillment for the mentor
		Mentee's responsibility: - Seeking the mentor's advice, recognizing limitations of a mentorship	The mentee acquires new perspectives and is led towards his/her goal

Mahayosnand [33] 2000 USA	Short report on a Public Health E-Mentoring program	- Web-based application stating matching criteria - Matching on a central, national database all the year round - Providing essential mentoring literature on the Web site - Over 50% of communications conducted via e-mail	Time- and cost-efficient, but some funding necessary