BACKGROUND: Resident physicians provide much of the clinical teaching for medical students during their clerkship rotations, but often receive no formal preparation or structure for teaching and mentoring students. OBJECTIVE: We sought to evaluate a medical student mentoring program (MSMP) for students during their obstetrics and gynecology clerkship at a midwestern teaching hospital during the 2013-2014 academic year. METHODS: A senior resident physician was assigned 1 to 2 medical students for a 6-week rotation. Students were provided MSMP information during clerkship orientation; residents were given information on MSMP requirements and were randomly assigned to students. We surveyed students and residents about their experience with the MSMP. RESULTS: Of 49 eligible medical students, 43 (88%) completed postsurveys. All students reported not having a mentoring program on other clerkships. Postclerkship, students indicated that they would participate in the MSMP again (32 of 38, 84%), and felt that having a mentor on other clerkships (30 of 36, 83%) would be beneficial. Students reported receiving educational (20 of 41, 49%) and procedural (33 of 41, 80%) instruction, personal development feedback (23 of 41, 56%), and career advice (14 of 41, 34%) from resident mentors. Out of a total of 45 possible surveys by residents, 17 (38%) were completed. Residents did not feel burdened by students (14 of 17, 82%), and all responded that they would participate in the MSMP again. CONCLUSIONS: Feedback from medical students suggests that a mentoring program during clerkships may provide potential benefits for their careers and in 1-on-1 instruction.
RCT Entities:
BACKGROUND: Resident physicians provide much of the clinical teaching for medical students during their clerkship rotations, but often receive no formal preparation or structure for teaching and mentoring students. OBJECTIVE: We sought to evaluate a medical student mentoring program (MSMP) for students during their obstetrics and gynecology clerkship at a midwestern teaching hospital during the 2013-2014 academic year. METHODS: A senior resident physician was assigned 1 to 2 medical students for a 6-week rotation. Students were provided MSMP information during clerkship orientation; residents were given information on MSMP requirements and were randomly assigned to students. We surveyed students and residents about their experience with the MSMP. RESULTS: Of 49 eligible medical students, 43 (88%) completed postsurveys. All students reported not having a mentoring program on other clerkships. Postclerkship, students indicated that they would participate in the MSMP again (32 of 38, 84%), and felt that having a mentor on other clerkships (30 of 36, 83%) would be beneficial. Students reported receiving educational (20 of 41, 49%) and procedural (33 of 41, 80%) instruction, personal development feedback (23 of 41, 56%), and career advice (14 of 41, 34%) from resident mentors. Out of a total of 45 possible surveys by residents, 17 (38%) were completed. Residents did not feel burdened by students (14 of 17, 82%), and all responded that they would participate in the MSMP again. CONCLUSIONS: Feedback from medical students suggests that a mentoring program during clerkships may provide potential benefits for their careers and in 1-on-1 instruction.
Authors: Tzu-Chieh Yu; Daniel P Lemanu; Marcus Henning; Andrew D Maccormick; Susan J Hawken; Andrew G Hill Journal: Med Teach Date: 2013-06-19 Impact factor: 3.650
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Authors: Quentin R Youmans; Jennifer A Adrissi; Adesuwa Akhetuamhen; Khalilah L Gates; Aashish K Didwania; Diane B Wayne; Linda I Suleiman Journal: J Grad Med Educ Date: 2020-02
Authors: Cheryl Shumin Kow; Yao Hao Teo; Yao Neng Teo; Keith Zi Yuan Chua; Elaine Li Ying Quah; Nur Haidah Binte Ahmad Kamal; Lorraine Hui En Tan; Clarissa Wei Shuen Cheong; Yun Ting Ong; Kuang Teck Tay; Min Chiam; Stephen Mason; Lalit Kumar Radha Krishna Journal: BMC Med Educ Date: 2020-07-31 Impact factor: 2.463
Authors: Zafer Keser; Yvo A Rodriguez; Jennifer Tremont; Peggy H Hsieh; Louise D McCullough; Stefano Sandrone; Erin F Stimming Journal: BMC Med Educ Date: 2020-04-16 Impact factor: 2.463