BACKGROUND: Current mentorship programmes in the UK tend to focus predominantly on junior medical students; however, final-year medical students may encounter significant academic and personal pressures. We established a mentoring scheme to provide individualised support for final-year students from a junior doctor mentor. The objectives of this study were to assess the benefits of the scheme and identify areas for future improvement. METHODS: Final-year students at Great Western Hospital in Swindon (n = 34) were allocated a junior doctor mentor at the start of their attachment. At the end of the 3-month placement, students and mentors provided feedback on their experiences of the mentoring scheme. In total, 24 students and eight doctors returned completed questionnaires. Qualitative analyses were performed using the constant comparison method, and descriptive statistical analyses were performed on the numerical data. RESULTS: Key benefits for students were improved confidence, academic support, increased enjoyment and sense of belonging during their final year. Mentors valued the opportunity to gain teaching experience. All doctors and 96 per cent of students would recommend the scheme to a friend. Possible improvements include an introductory lecture alongside the handbook and a bank of 'reserve' mentors to stand-in when a mentor is away. DISCUSSION: The mentorship programme was a valuable addition to the final-year experience, with benefits for students and mentors alike. We will be continuing this programme in the future, and would recommend the adoption of mentorship schemes for other final-year cohorts.
BACKGROUND: Current mentorship programmes in the UK tend to focus predominantly on junior medical students; however, final-year medical students may encounter significant academic and personal pressures. We established a mentoring scheme to provide individualised support for final-year students from a junior doctor mentor. The objectives of this study were to assess the benefits of the scheme and identify areas for future improvement. METHODS: Final-year students at Great Western Hospital in Swindon (n = 34) were allocated a junior doctor mentor at the start of their attachment. At the end of the 3-month placement, students and mentors provided feedback on their experiences of the mentoring scheme. In total, 24 students and eight doctors returned completed questionnaires. Qualitative analyses were performed using the constant comparison method, and descriptive statistical analyses were performed on the numerical data. RESULTS: Key benefits for students were improved confidence, academic support, increased enjoyment and sense of belonging during their final year. Mentors valued the opportunity to gain teaching experience. All doctors and 96 per cent of students would recommend the scheme to a friend. Possible improvements include an introductory lecture alongside the handbook and a bank of 'reserve' mentors to stand-in when a mentor is away. DISCUSSION: The mentorship programme was a valuable addition to the final-year experience, with benefits for students and mentors alike. We will be continuing this programme in the future, and would recommend the adoption of mentorship schemes for other final-year cohorts.