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      Characteristics of mentoring relationships formed by medical students and faculty

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          Abstract

          Background

          Little is known about the characteristics of mentoring relationships formed between faculty and medical students. Individual mentoring relationships of clinical medical students at Munich Medical School were characterized quantitatively and qualitatively.

          Methods

          All students signing up for the mentoring program responded to a questionnaire on their expectations ( n = 534). Mentees were asked to give feedback after each of their one-on-one meetings ( n = 203). A detailed analysis of the overall mentoring process and its characteristics was performed. For qualitative text analysis, free-text items were analyzed and categorized by two investigators. Quantitative analysis was performed using descriptive statistics and Wilcoxon-test to assess differences in grades between students with and without mentors.

          Results

          High-performing students were significantly more likely to participate in the mentoring program ( p<0.001). Topics primarily discussed include the mentee's personal goals (65.5%), career planning (59.6%), and experiences abroad (57.6%). Mentees mostly perceived their mentors as counselors (88.9%), providers of ideas (85.0%), and role models (73.3%). Mentees emphasized the positive impact of the mentoring relationship on career planning (77.2%) and research (75.0%).

          Conclusions

          Medical students with strong academic performance as defined by their grades are more likely to participate in formal mentoring programs. Mentoring relationships between faculty and medical students are perceived as a mutually satisfying and effective instrument for key issues in medical students’ professional development.

          Practical implications

          Mentoring relationships are a highly effective means of enhancing the bidirectional flow of information between faculty and medical students. A mentoring program can thus establish a feedback loop enabling the educational institution to swiftly identify and address issues of medical students.

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          Most cited references26

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          Psychometric Theory.

          J Nunnally, I Bernstein, JC Nunnally … (1994)
          Book 0 comments Cited 1539 times – based on 0 reviews
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            Attributes of excellent attending-physician role models.

            S. Wright, K B Kolodner, Francesco Brancati … (1998)
            Although effective role models are important in medical education, little is known about the characteristics of physicians who serve as excellent clinical role models. We therefore conducted a case-control study to identify attributes that distinguish such physicians from their colleagues. We asked members of the internal-medicine house staff at four teaching hospitals to name physicians whom they considered to be excellent role models. A total of 165 physicians named by one or more house-staff members were classified as excellent role models (these served as the case physicians in our study). A questionnaire was sent to them as well as to 246 physicians who had residency-level teaching responsibilities but who were not named (controls). Of these 411 physicians, 341 (83 percent) completed questionnaires while unaware of their case-control status. Of the 341 attending physicians who responded, 144 (42 percent) had been identified as excellent role models. Having greater assigned teaching responsibilities was strongly associated with being identified as an excellent role model. In the multivariate analysis, five attributes were independently associated with being named as an excellent role model: spending more than 25 percent of one's time teaching (odds ratio, 5.12; 95 percent confidence interval, 1.81 to 14.47), spending 25 or more hours per week teaching and conducting rounds when serving as an attending physician (odds ratio, 2.48; 95 percent confidence interval, 1.15 to 5.37), stressing the importance of the doctor-patient relationship in one's teaching (odds ratio, 2.58; 95 percent confidence interval, 1.03 to 6.43), teaching the psychosocial aspects of medicine (odds ratio, 2.31; 95 percent confidence interval, 1.23 to 4.35), and having served as a chief resident (odds ratio, 2.07; 95 percent confidence interval, 1.07 to 3.98). These data suggest that many of the attributes associated with being an excellent role model are related to skills that can be acquired and to modifiable behavior.
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              Junior faculty members' mentoring relationships and their professional development in U.S. medical schools.

              M. Moskowitz, Timothy P. Carr, R. Barnett … (1998)
              To determine (1) the prevalence of mentoring relationships for U.S. medical school junior faculty; (2) the quality of these mentoring relationships; (3) any variation by gender or race; and (4) the relationship between mentoring and junior faculty members' perceptions of institutional professional support; research-, teaching-, and clinical-skills development; allocation of time to professional activities; and career satisfaction. In 1995 a 177-item survey was mailed to 3,013 full-time faculty at 24 randomly selected U.S. medical schools stratified on an area of medical specialization, graduation cohort, and gender. Mentoring was defined as "dynamic reciprocal relationship between an advanced career incumbent (the mentor) and a junior faculty member (the protégé) aimed at fostering the development of the junior person/protégé." Because mentoring is most crucial for junior faculty, the study focused on mentoring relationships within the previous three years ("recent mentoring") for faculty who were not full professors. Chisquare tests, analysis of variance, and principal-components analysis were used to analyze the data. In all, 1,808 (60%) of the 3,013 faculty surveyed, of whom 72% were junior faculty, returned completed questionaires. Fifty-four percent of the junior faculty had had a recent mentoring relationship. There was no significant difference between the men and the women faculty or between majority and minority faculty in the prevalence and quality of the mentoring relationships. The faculty with mentors rated their research preparation and research skills higher than did the faculty without mentors. Most of the women faculty (80%) and the minority faculty (86%) who had had mentors reported that it was not important to have a mentor of the same gender or minority group. Mentoring relationships are prevalent in academic medicine and should be promoted to support the career growth of junior faculty.
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                Author and article information

                Journal
                Journal ID (nlm-ta): Med Educ Online
                Journal ID (iso-abbrev): Med Educ Online
                Journal ID (publisher-id): MEO
                Title: Medical Education Online
                Publisher: Co-Action Publishing
                ISSN (Electronic): 1087-2981
                Publication date (Electronic): 13 September 2012
                Publication date Collection: 2012
                Volume: 17
                Electronic Location Identifier: 10.3402/meo.v17i0.17242
                Affiliations
                [1 ]Department of Internal Medicine, Medizinische Klinik und Poliklinik IV, Klinikum der Universität München, Munich, Germany
                [2 ]Department of Neurology, Ludwig-Maximilians University (LMU), Munich, Germany
                [3 ]Chair for Medical Education, Ludwig-Maximilians University (LMU), Munich, Germany
                Author notes
                [* ] Konstantinos Dimitriadis, Department of Neurology, Munich University Hospital, Ludwig-Maximilians-University, Pettenkoferstraße 8a, 80336 Munich, Germany. Tel: +49 89 5160-2133. Email: Konstantin.dimitriadis@ 123456med.uni-muenchen.de
                Article
                Publisher ID: MEO-17-17242
                DOI: 10.3402/meo.v17i0.17242
                PMC ID: 3443398
                PubMed ID: 22989620
                SO-VID: 9a1d92c6-226d-40cd-9268-a713ea2c282c
                Copyright © © 2012 Konstantinos Dimitriadis et al.
                License:

                This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 3.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

                History
                Date received : 23 January 2012
                Date revision received : 17 July 2012
                Date accepted : 14 August 2012
                Categories
                Subject: Research Article

                ScienceOpen disciplines: Education
                Keywords: one-on-one mentoring,mentor,mentee,mentoring,faculty,medical students
                Data availability:
                ScienceOpen disciplines: Education
                Keywords: one-on-one mentoring, mentor, mentee, mentoring, faculty, medical students

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