Table 2. Positive effect of mentorship or the presence of an academic role model.
| Study | Type | Design | Control group | Inst. | Lim. | Overall quality | N | Population | Outcome measure | Outcome |
|---|---|---|---|---|---|---|---|---|---|---|
| Siemens | X/R | Q | Y | M | Rp | Medium | 327 | Second- and Fourth- year medical students; Three Canadian Medical Schools. | Mentorship bolsters interest in research | P = 0.05 |
| Role models drive interest in academia | P = 0.015 | |||||||||
| Stubbs * | R | Q | Y | M | Rp | Medium | 1484 | Students who chose to intercalate; Bristol and Sheffield Medical Schools, UK | Students with clinical academic supervisors gained significantly more publications | P<0.0001 |
| Students with clinical academic supervisors gained significantly more posters | P = 0.0002 | |||||||||
| Students with clinical academic supervisors gained significantly more first-class honors | P = 0.055 | |||||||||
| Greenberg | R | Q | Y | M | Rp | Medium | 228 | Third and Fourth year students; Three US Medical Schools | Mentorship bolsters interest in a research-oriented career ** | OR = 2.5 (1.39–4.51); P = 0.002 |
| Yamazaki | X | Q | Y | S | Rp | Medium | 267 | Students; Juntendo University School of Medicine, Japan | Interest in basic sciences correlated with faculty's efforts to promote interest in research. | OR = 2.86(1.62–5.06); P = 0.0003 |
| Griffin * | X | Q | N | M | Low | 72 | Students; seven medical schools in UK. | Were encouraged to submit paper by supervisor | 7 (9.7%) |
* Studies describing the effect of an intercalated Bachelor of Science (iBSc)
** Data obtained directly from authors and dichotomized.
Abbreviations used: X, Cross-sectional; R, Retrospective; Q, Questionnaire; Y, Yes; N, No; Inst., Number of institutions; S, Single; M, Multiple; Lim, Other limitations; Rp, low response rate (<60%).