Table 1
Search in Medline
|
Number | |
|---|---|
|
1 |
Exp Mentors/ |
|
2 |
Exp Mentoring/ |
|
3 |
(mentora adj3 programa).ti |
|
4 |
(mentora adj3 groupa).ti |
|
5 |
(physician adj3 apprenticeshipa).ti,ab |
|
6 |
Education, medical/and education, medical, undergraduate/ |
|
7 |
(Medical adj3 studenta).ti |
|
8 |
(Medical adj3 undergraduatea).ti,ab |
|
9 |
1 or 2 or 3 or 4 or 5 |
|
10 |
7 or 8 or 9 |
|
11 |
10 and 11 |
aIndicates truncation
Table 2
Selection criteria
|
Inclusion |
Exclusion | |
|---|---|---|
|
Population |
Undergraduate medical students |
Graduate and postgraduate medical students, junior doctors, physicians |
|
Intervention |
Description of group-based mentorship programs in undergraduate medical education focusing on professional development Evaluation of the mentorship program, either by mentors or mentees or both |
One-on-one mentorship Mentorship programs inadequately described, i.e. lacking details on structure, objectives and/or evaluation Programs aimed at recruiting students to particular specialties or field of interests Programs aimed at medical students who need academic supervision or remediation Programs aimed at under-represented minority medical students |
|
Comparison |
Comparison of group-based mentorship programs | |
|
Outcome |
Outcomes of mentorship programs on the mentor or mentee Evaluation forms and surveys | |
|
Study design |
Peer-reviewed papers |
Reviews Conference presentations Commentaries Letters Editorials |
Fig. 1
Flow chart
Table 3
Main elements of the programs
|
Author |
Country |
Year established |
Mentors |
Mentees |
Mentor-mentee ratio |
Longitudinal program |
Mandatory |
Evaluation |
MERSQI (min 5, max 18) |
Kirk-patrick levelsc |
|---|---|---|---|---|---|---|---|---|---|---|
|
Blatt et al. [25] |
USA |
– |
Physicians and psychosocial professionals |
MS‑1 to MS‑4 |
1:4–5 (2:8–9) |
Y |
Y |
Y |
11 |
1, 2, 4 |
|
Lutz et al. [37] |
Germany |
2013 |
Faculty members and near-peers |
MS‑1 |
1:4–5 (2:8–9) |
N |
N |
Y |
N/A |
1, 2 |
|
Andre et al. [26] |
USA |
2006 |
Faculty members and MS‑4 |
MS‑1 to MS‑4 |
1:11 (4:44) |
Y |
Y |
Y |
6.5 |
1, 2 |
|
Varma et al. [39] |
India |
2009 |
Faculty members |
MS‑1 |
1:8–16 |
– |
– |
N |
N/A |
N/A |
|
Kalen et al. [42] |
Sweden |
2007 |
Physicians |
MS‑1 to MS‑5 |
1:4 |
Y |
Y |
Y |
N/A |
1, 2, 3 |
|
Duke et al. [27] |
USA |
2015 |
Faculty members |
MS‑3 |
1:9 |
N |
Y |
Y |
8 |
1, 2, 3 |
|
Singh et al.a [41] |
India |
2010 |
Faculty mentors and near-peers |
MS‑1 |
1:2 (2:3) |
N |
N |
Y |
7.5 |
1, 2 |
|
Boudreau et al.b [35] |
Canada |
2005 |
Physicians and near-peers |
MS‑1 to MS‑4 |
1:3 (2:6) |
Y |
– |
Y |
N/A |
1, 2, 3 |
|
Taylor et al. [28] |
USA |
2006 |
MS‑2 |
MS‑1 |
1:4 (2:8) |
N |
Y |
Y |
8 |
1, 2 |
|
Fleming et al. [29] |
USA |
2011 |
Faculty members |
MS‑1 to MS‑4 |
1:25–28 |
Y |
Y |
Y |
6.5 |
1 |
|
Bhatia et al. [40] |
India |
2009 |
Faculty members |
MS‑1 |
1:2–3 |
N |
N |
Y |
8 |
1, 2 |
|
Goncalves et al. [43] |
Brazil |
2001 |
Physicians |
MS‑1 to MS‑6 |
1:12–14 |
Y |
N |
Y |
N/A |
1 |
|
Usmani et al. [44] |
Pakistan |
2008 |
Faculty members |
MS‑1 and MS‑2 |
1:10 |
N |
Y |
Y |
8 |
1 |
|
Elliott et al. [30] |
USA |
2001 |
Faculty members |
MS‑1 and MS‑2 |
1:12 (2:24) |
N |
Y |
Y |
6 |
1, 2 |
|
Macaulay et al. [31] |
USA |
2003 |
Faculty members |
MS‑1 to MS‑4 |
1:30 |
Y |
– |
Y |
6.5 |
1 |
|
Goldstein et al. [32] |
USA |
2004 |
Faculty members |
MS‑1 to MS‑4 |
1:6 |
Y |
Y |
Y |
N/A |
1, 2, 3 |
|
Scheckler et al. [33] |
USA |
1985 |
Faculty members |
MS‑1 to MS‑4 |
One mentor per class |
Y |
– |
N |
N/A |
N/A |
|
Woessner et al. [38] |
Germany |
1995 |
Faculty members |
MS from different years |
1:12 |
N |
N |
Y |
6 |
1 |
|
Median 1:9 |
Yes: 9 No: 9 |
Yes: 9 No: 5 |
Yes: 16 No: 2 |
Mean 7.4 SD 1.44 |
MS Medical student; The number following MS denotes the year of the program (e.g. MS‑1 refers to a 1st-year medical student)
Y yes, N no, – no information
aSingh et al. 2010 is the revised version of the mentoring program at the University of Delhi, India, described by Bhatia et al. 2009
bBoudreau et al. 2005 is one of three studies identified in the literature search all describing the physician apprenticeship (PA) program at McGill University, Montreal, Canada. Boudreau et al. 2005 describes the program and the assessment of it to such an extent that the two other studies need not be included in the table.
cKirkpatrick levels; Level 1 refers to the level of reaction or feelings by the learners to all factors in an educational program. Level 2 refers to the changes in the learners caused by participation in the program. Level 3 reveals whether or not the program has created a change in the learners’ behavior. Level 4 indicates if the program is effective in meeting the organizational goals
Table 4
Recommended features for mentorship programs
|
The mentorship program should be longitudinal throughout the medical education |
|
Mentorship activities should be designed to align with the overall curriculum |
|
The program should be mandatory |
|
Mentors should be (experienced) physicians, either alone or in pairs, and may be accompanied by a student mentor |
|
A small financial reward or promotion for mentors may reduce “wear and tear” |
|
Mentors should be empowered by introductory courses, frequent mentor gatherings or workshops and faculty support |