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      Similitudes et divergences entre tutorat et mentorat dans les études médicales Translated title: Similarities and differences between tutoring and mentoring in medical education

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          Résumé

          Le soutien des étudiants en médecine implique deux grands concepts souvent confondus que sont le tutorat et le mentorat. Ces approches, mises en place de façon hétérogène dans les facultés de médecine ont fait l'objet de nombreuses publications. L'objectif de ce travail était donc de définir, puis de préciser, à partir d'une revue de la littérature, les caractéristiques communes et les divergences entre tutorat et mentorat dans les études médicales.

          Summary

          Supporting medical students involves two broad concepts that are often confused, namely tutoring and mentoring. These approaches, implemented in a heterogeneous way in medical schools, have been the topic of numerous publications. The objective of this update was therefore to define, then clarify, based on a literature review, the common characteristics and the differences between tutoring and mentoring in medical studies.

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          Most cited references22

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          Developmental Science in the 21st Century: Emerging Questions, Theoretical Models, Research Designs and Empirical Findings

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            When learners become teachers: a review of peer teaching in medical student education.

            Peer teaching engages students as teachers and is widely used in K-12 education, many universities, and increasingly in medical schools. It draws on the social and cognitive congruence between learner and teacher and can be attractive to medical schools faced with a growing number of learners but a static faculty size. Peer teachers can give lectures on assigned topics, lead problem-based learning sessions, and provide one on one support to classmates in the form of tutoring.
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              Students, tutors and relationships: the ingredients of a successful student support scheme.

              Medical students suffer from stress and psychological morbidity. Much of this stress is related to uncertainty about course work and workload. Although several student support systems are on offer at various medical schools, few have been shown to meet the needs of students. To evaluate one student support scheme and determine the factors which are essential for success. A total of 144 second- and third-year medical students were randomly selected at the University of Dundee. They were asked to complete questionnaires regarding contact with their personal tutors, frequency of meetings, activities during meetings, opinions on how to improve the system and how satisfied they were with the present system. In addition 28 tutors were also asked to complete a questionnaire which matched as far as possible that for students. Qualitative data was collected from semi-structured interviews, free-text responses from questionnaires, email communications with student group representatives and telephone interviews. The scheme was rated as successful or very successful by 25 (18.4%) students and five (29.4%) tutors. A high success rating was associated with regular and frequent meetings, with tutors actively seeking their students and taking part in social as well as academic activities. The relationship that is formed between students and tutors is the most important factor contributing to the success of the scheme. Taking part in social activities encourages the relationship to develop, whilst addressing academic problems helps to meet the needs of students. Those students who fail exams appear to have the same needs as those who pass.
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                Author and article information

                Contributors
                Journal
                Tunis Med
                Tunis Med
                tunismed
                La Tunisie Médicale
                Societe Tunisienne Des Sciences Medicales
                0041-4131
                2724-7031
                May 2021
                01 May 2021
                : 99
                : 5
                : 506-510
                Affiliations
                [0] 1- Service de pédopsychiatrie, Hôpital Razi, Faculté de Médecine de Tunis, Université Tunis el Manar
                [1] 2- Laboratoire de parasitologie et mycologie, Hôpital Charles Nicolle, Faculté de Médecine de Tunis, Université Tunis el Manar
                [2] 3- Service de Psychiatrie A, Hôpital Razi, Faculté de Médecine de Tunis, Université Tunis el Manar
                [3] 4- Service de Psychiatrie E, Hôpital Razi, Faculté de Médecine de Tunis, Université Tunis el Manar
                [4] 5- Service de Chirurgie Générale A, Hôpital La Rabta, Faculté de Médecine de Tunis, Université Tunis el Manar
                Article
                8759322
                35244898
                1e1b1778-fc9c-414b-af55-4822b3a3ac59
                Copyright @ 2021

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 Unported License. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/

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                mentorat,tutorat,études médicales,mentoring,tutoring,medical,undergraduate

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