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      Characteristics and quality assessment of online mentoring profile texts in academic medical mentoring


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          Mentoring is important for a successful career in academic medicine. In online matching processes, profile texts are decisive for the mentor-selection. We aimed to qualitatively characterize mentoring-profile-texts, identify differences in form and content and thus elements that promote selection.


          In a mixed method study first, quality of texts in 150 selected mentoring profiles was evaluated (10-point Likert scale; 1 = insufficient to 10 = very good). Second, based on a thematic and content analysis approach of profile texts, categories and subcategories were defined. We compared the presence of the assigned categories between the 25% highest ranked profiles with the 25% lowest ranked ones. Finally, additional predefined categories ( hot topics) were labelled on the selected texts and their impact on student evaluation was statistically examined.


          Students rated the quality of texts with a mean of 5.89 ± 1.45. 5 main thematic categories, 21 categories and a total of 74 subcategories were identified. Ten subcategories were significantly associated with high- and four with low-rated profiles. The presence of three or more hot topics in texts significantly correlated with a positive evaluation.


          The introduced classification system helps to understand how mentoring profile texts are composed and which aspects are important for choosing a suited mentor.

          Supplementary Information

          The online version contains supplementary material available at 10.1186/s12909-023-04804-1.

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          Most cited references28

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          A systematic review of qualitative research on the meaning and characteristics of mentoring in academic medicine.

          Mentorship is perceived to play a significant role in the career development and productivity of academic clinicians, but little is known about the characteristics of mentorship. This knowledge would be useful for those developing mentorship programs. To complete a systematic review of the qualitative literature to explore and summarize the development, perceptions and experiences of the mentoring relationship in academic medicine. Medline, PsycINFO, ERIC, Scopus and Current Contents databases from the earliest available date to December 2008. We included studies that used qualitative research methodology to explore the meaning and characteristics of mentoring in academic medicine. Two investigators independently assessed articles for relevance and study quality, and extracted data using standardized forms. No restrictions were placed on the language of articles. A total of 8,487 citations were identified, 114 full text articles were assessed, and 9 articles were selected for review. All studies were conducted in North America, and most focused on the initiation and cultivation phases of the mentoring relationship. Mentoring was described as a complex relationship based on mutual interests, both professional and personal. Mentees should take an active role in the formation and development of mentoring relationships. Good mentors should be sincere in their dealings with mentees, be able to listen actively and understand mentees' needs, and have a well-established position within the academic community. Some of the mentoring functions aim at the mentees' academic growth and others at personal growth. Barriers to mentoring and dysfunctional mentoring can be related to personal factors, relational difficulties and structural/institutional barriers. Successful mentoring requires commitment and interpersonal skills of the mentor and mentee, but also a facilitating environment at academic medicine's institutions.
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            Characteristics of successful and failed mentoring relationships: a qualitative study across two academic health centers.

            To explore the mentor-mentee relationship with a focus on determining the characteristics of effective mentors and mentees and understanding the factors influencing successful and failed mentoring relationships. The authors completed a qualitative study through the Departments of Medicine at the University of Toronto Faculty of Medicine and the University of California, San Francisco, School of Medicine between March 2010 and January 2011. They conducted individual, semistructured interviews with faculty members from different career streams and ranks and analyzed transcripts of the interviews, drawing on grounded theory. The authors completed interviews with 54 faculty members and identified a number of themes, including the characteristics of effective mentors and mentees, actions of effective mentors, characteristics of successful and failed mentoring relationships, and tactics for successful mentoring relationships. Successful mentoring relationships were characterized by reciprocity, mutual respect, clear expectations, personal connection, and shared values. Failed mentoring relationships were characterized by poor communication, lack of commitment, personality differences, perceived (or real) competition, conflicts of interest, and the mentor's lack of experience. Successful mentorship is vital to career success and satisfaction for both mentors and mentees. Yet challenges continue to inhibit faculty members from receiving effective mentorship. Given the importance of mentorship on faculty members' careers, future studies must address the association between a failed mentoring relationship and a faculty member's career success, how to assess different approaches to mediating failed mentoring relationships, and how to evaluate strategies for effective mentorship throughout a faculty member's career.
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              Peer mentoring for medical students during COVID‐19 pandemic via a social media platform

              Abstract In many contexts, medical students collaborate with health care workers to deliver patient management and care in emergencies like the COVID‐19 pandemic. In others, medical students are experiencing an unintended pause in their education due to global university closure over COVID‐19 concerns. In either situation, students find themselves coping with mental and emotional issues, including stress, anxiety, and fear, that may require significant psychological and physical effort. Therefore, it is important that medical schools not only care about students' mental health but also implement strategies to support their understanding of crisis management, self‐mental care, and other principal measures in order to strengthen their coping skills and mental preparedness.

                Author and article information

                BMC Med Educ
                BMC Med Educ
                BMC Medical Education
                BioMed Central (London )
                9 November 2023
                9 November 2023
                : 23
                : 849
                [1 ]GRID grid.411095.8, ISNI 0000 0004 0477 2585, Institute of Medical Education, , LMU University Hospital, ; Pettenkoferstr. 8a, Munich, 80336 Germany
                [2 ]GRID grid.411095.8, ISNI 0000 0004 0477 2585, Institute for Clinical Neuroimmunology, , LMU University Hospital, ; Munich, Germany
                [3 ]GRID grid.411095.8, ISNI 0000 0004 0477 2585, Department of Radiology, , LMU University Hospital, ; Munich, Germany
                [4 ]GRID grid.6190.e, ISNI 0000 0000 8580 3777, Department I of Internal Medicine, , Faculty of Medicine and University Hospital Cologne, University of Cologne, ; Cologne, Germany
                [5 ]GRID grid.411095.8, ISNI 0000 0004 0477 2585, Department of Neurology, , LMU University Hospital, ; Munich, Germany
                [6 ]GRID grid.411095.8, ISNI 0000 0004 0477 2585, Institute for Stroke and Dementia Research (ISD), , LMU University Hospital, ; Munich, Germany
                © The Author(s) 2023

                Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

                : 17 October 2022
                : 25 October 2023
                Funded by: Universitätsklinik München (6933)
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                © BioMed Central Ltd., part of Springer Nature 2023

                medical mentoring,online matching,online mentoring profiles
                medical mentoring, online matching, online mentoring profiles


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