BACKGROUND: The University of Washington School of Medicine implemented an assigned mentoring program in 2002. The College Mentors are assigned at matriculation, advise students throughout medical school, and teach and evaluate students in the 2nd-year Introduction to Clinical Medicine course. PURPOSE: The purpose of the study was to determine from whom students report they would seek advice and support for academic, professional, personal, and research issues. METHODS: A cross-sectional cohort survey asking students whom they would first contact about academic, personal, professional, and research issues was administered to three cohorts of students in 2007. RESULTS: Students reported that they would contact their College Mentor first for general academic progress (49.6%), personal issues (36.2%), and professional issues (64.1%) but not for research issues. CONCLUSIONS: Students identified their College Mentor as a primary contact for academic, professional, and personal issues, suggesting that neither the mentors' assigned status or evaluator role were barriers to the mentoring relationship.
BACKGROUND: The University of Washington School of Medicine implemented an assigned mentoring program in 2002. The College Mentors are assigned at matriculation, advise students throughout medical school, and teach and evaluate students in the 2nd-year Introduction to Clinical Medicine course. PURPOSE: The purpose of the study was to determine from whom students report they would seek advice and support for academic, professional, personal, and research issues. METHODS: A cross-sectional cohort survey asking students whom they would first contact about academic, personal, professional, and research issues was administered to three cohorts of students in 2007. RESULTS: Students reported that they would contact their College Mentor first for general academic progress (49.6%), personal issues (36.2%), and professional issues (64.1%) but not for research issues. CONCLUSIONS: Students identified their College Mentor as a primary contact for academic, professional, and personal issues, suggesting that neither the mentors' assigned status or evaluator role were barriers to the mentoring relationship.
Authors: Amy H Farkas; Jill Allenbaugh; Eliana Bonifacino; Rose Turner; Jennifer A Corbelli Journal: J Gen Intern Med Date: 2019-09-04 Impact factor: 5.128