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Table 1 Characteristics of 14 mentoring programs for medical students (listed by year of publication)

From: Mentoring programs for medical students - a review of the PubMed literature 2000 - 2008

Author

Year Country

Goal of mentoring program

Mentoring model

Participants

Program evaluation

Effects of the program

Coates et al. [5]

2008 USA

Mentoring as part of a 4th-year College program

One-to-one and group mentoring

Mentees: 4th-year medical students

Mentors: Faculty members of the respective college

Pre-/post telephone interviews with students enrolled in the College program and a random sample of a control group

Higher level of satisfaction on the part of the College intervention group with their access to career mentoring, elective advising for scheduling the 4th--year and for the residency application process

High level of appreciation of on-going contact with peers and faculty, longitudinal clinical experience and research opportunities

Dorrance et al. [12]

2008 USA

Increasing students' interest in internal medicine

One-to-one mentoring

Mentees: 1st-and 2nd-year medical students

Mentors: Internal medicine faculty members

Quantitative (pre-/pos- program) and qualitative (post program) data collection

Greater interest in internal medicine as a career; career decisions by counseling; higher scholar productivity measured by presentations, publications and research awards

Kanter et al. [13]

2007 USA

Improving students' experiences in medical humanities; supporting students' research projects

One-to-one mentoring

Mentees: 3rd- and 4th-year medical students

Mentors: Senior physicians

Questionnaire (quantitative and qualitative data from mentees and mentors)

Increased interest in a career as physician-scientist

Improved research skills

Kalet et al. [14]

2007 USA

Mentoring as part of an online Professional Development Portfolio (PDP): Supporting professional growth and development; rewarding achievements outside required curriculum

One-to-one and group mentoring

Mentees: 1st- up to 4th-year medical students

Mentors: Faculty members

Web-based survey tool for the acquisition of quantitative and qualitative data, independent of the PDP

Enrolled students assessed PDP as useful for:

tracking own professional development

increasing awareness of professional responsibilities

preparing for the mentoring sessions

Zink et al. [15]

2007 USA

Providing students with career information, counseling on career decisions and advising on the residency match process

One-to-one mentoring

Mentees: A cohort of medical students over four years

Mentors: Non-physician class counselors, assistant dean, faculty career advisors

Questionnaire (quantitative data)

Career decisions by counseling

Broader insight into different medical fields

Macaulay et al. [16]

2007 USA

Advising, guiding and supporting students in their academic and professional development and extracurricular activities

Group mentoring: One mentor for 30 students

Structured and informal sessions

Mentees: 1st- up to 4th-year medical students

Mentors: Senior physicians (faculty members), part-time job

Online questionnaire survey (quantitative data)

Career decisions by counseling

Improved networking

Increased social support

Reduced stress experience

Kosoko-Lasaki et al. [17]

2006 USA

To provide career counseling and group support for underrepresented medical students

Group- and one-to-one mentoring

Mentees, Mentors: younger students mentored by advanced students; advanced students mentored by postgraduate students and faculty members

Questionnaire survey (quantitative data)

Improved skills for coping with the demands of higher education

Increased social support

Facilitated choice of residency program

Fostered professional development

Zier et al. [18]

2006 USA

To increase interest in an academic career by providing opportunities to work on research programs

One-to-one mentoring

Mentees: 1st- to 4th-year medical students

Mentors: Physicians from clinical and science departments

Questionnaire survey (quantitative data)

Increased research skills

Increased number of research papers

Higher number of postgraduates obtain positions with a research component

Goldstein et al. [19]

2005 USA

Continuous monitoring of the student's progress in medical school

Small group and one-to-one mentoring

Mentees: A cohort of medical students over four years

Mentors: Senior physicians (faculty members)

Results of Mini-Clinical Evaluation Exercise (CEX) and of Objective Structured Clinical Examination (OSCE); students' Portfolio of written work

Improved bedside skills

Improved learning skills

Evolved ability to monitor the own developmental progress

Coates et al. [20]

2004 USA

Providing students with specialty-specific (Emergency Medicine, EM) career guidance: advice for scheduling their senior year, information about residency programs

Role modeling for those embarking on a career path in EM

Two-tier virtual advisor program:

First tier: general answers to 14 frequently asked questions (on the Web site)

Second tier: Linking students to individual mentors

Mentees: Medical students interested in EM

Mentors: Faculty members with experience in medical education, in advising students and with involvement in a EM residency program

Qualitative email-survey of mentees and mentors

Improved career counseling for a broad range of medical students interested in EM

Although written guidelines are given, formal training of mentors is required

Scheckler et al. [21]

2004 USA

Providing an opportunity for continuous professional and personal advice and providing a role model

Group and one-to-one mentoring

Mentees: 1st- up to 4th-year medical students

Mentors: Experienced physicians (faculty members)

No systematic evaluation, collection of qualitative statements

Broader educational experience

Feeling of being psychologically supported

Increased awareness of possibilities for integration of professional and extraprofessional concerns

Kalet et al. [22]

2002 USA

Fostering the professional development of the students

Small group mentoring

Mentees: 1st- and 2nd-year medical students

Mentors: Medical faculty members

Questionnaire survey (quantitative data), focus groups (qualitative data)

Improved professional behavior

Development of a professional identity

Murr et al. [23]

2002 USA

Fostering the professional and personal growth and well-being of students

Small group- and one-to-one mentoring

Mentees: 1st- up to 4th-year medical students

Mentors: Senior physicians

No systematic evaluation

Increased social support

Career decisions based on counseling

Increased networking

Tekian et al. [24]

2001 USA

To reduce the number of academic difficulties experienced by under-represented medical minority students

One-to-one mentoring

Mentees: Minority medical students over four years

Mentors: Physicians, teachers, advisors, medical students' families, clergy

Personal interviews

Physician mentor: improved medical school performance

Other mentors: non-specific personal and professional benefits