Helen Pethrick1, Lorelli Nowell2, Elizabeth Oddone Paolucci3, Liza Lorenzetti4, Michele Jacobsen1, Tracey Clancy2, Diane L Lorenzetti3,5. 1. Werklund School of Education, University of Calgary, Alberta, Canada. 2. Faculty of Nursing, University of Calgary, Alberta, Canada. 3. Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Alberta, Canada. 4. Faculty of Social Work, University of Calgary, Alberta, Canada. 5. Health Sciences Library, University of Calgary, Alberta, Canada.
Abstract
BACKGROUND: Medical residents may experience burnout during their training, and a lack of social support. This can impact their overall wellbeing and ability to master key professional competencies. We explored, in this study, the extent to which peer mentorship promotes psychosocial wellbeing and the development of professional competencies in medical residency education. METHODS: We searched six databases (MEDLINE, EMBASE, PsycINFO, Academic Research Complete, ERIC, Education Research Complete) for studies on peer mentoring relationships in medical residency. We selected any study where authors reported on outcomes associated with peer mentoring relationships among medical residents. We applied no date, language, or study design limits to this review. RESULTS: We included nine studies in this systematic review. We found that medical residents received essential psychosocial supports from peers, and motivation to develop academic and career competencies. Medical residents in peer-mentoring relationships also reported increased overall satisfaction with their residency training programs. CONCLUSIONS: Peer-mentoring relationships can enhance the development of key professional competencies and coping mechanisms in medical residency education. Further rigorous research is needed to examine the comparative benefits of informal and formal peer mentoring, and identify best practices with respect to effective design of peer-mentorship programs.
BACKGROUND: Medical residents may experience burnout during their training, and a lack of social support. This can impact their overall wellbeing and ability to master key professional competencies. We explored, in this study, the extent to which peer mentorship promotes psychosocial wellbeing and the development of professional competencies in medical residency education. METHODS: We searched six databases (MEDLINE, EMBASE, PsycINFO, Academic Research Complete, ERIC, Education Research Complete) for studies on peer mentoring relationships in medical residency. We selected any study where authors reported on outcomes associated with peer mentoring relationships among medical residents. We applied no date, language, or study design limits to this review. RESULTS: We included nine studies in this systematic review. We found that medical residents received essential psychosocial supports from peers, and motivation to develop academic and career competencies. Medical residents in peer-mentoring relationships also reported increased overall satisfaction with their residency training programs. CONCLUSIONS: Peer-mentoring relationships can enhance the development of key professional competencies and coping mechanisms in medical residency education. Further rigorous research is needed to examine the comparative benefits of informal and formal peer mentoring, and identify best practices with respect to effective design of peer-mentorship programs.
Authors: J T Prins; J E H M Hoekstra-Weebers; S M Gazendam-Donofrio; H B M Van De Wiel; F Sprangers; F C A Jaspers; F M M A Van Der Heijden Journal: Psychol Health Med Date: 2007-01 Impact factor: 2.423
Authors: Liselotte N Dyrbye; Colin P West; Daniel Satele; Sonja Boone; Litjen Tan; Jeff Sloan; Tait D Shanafelt Journal: Acad Med Date: 2014-03 Impact factor: 6.893