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Mentoring program design and implementation in new medical schools
Alice Fornari1, Thomas S Murray2, Andrew W Menzin3
1Hofstra North Shore-LIJ School of Medicine, Hofstra University, Hempstead, NY, USA; afornari@nshs.edu.
Purpose:
Mentoring is considered a valuable component of undergraduate medical education with a variety of programs at established medical schools. This study presents how new medical schools have set up mentoring programs as they have developed their curricula.
Methods:
Administrators from 14 US medical schools established since 2006 were surveyed regarding the structure and implementation of their mentoring programs.
Results:
The majority of new medical schools had mentoring programs that varied in structure and implementation. Although the programs were viewed as valuable at each institution, challenges when creating and implementing mentoring programs in new medical schools included time constraints for faculty and students, and lack of financial and professional incentives for faculty.
Conclusions:
Similar to established medical schools, there was little uniformity among mentoring programs at new medical schools, likely reflecting differences in curriculum and program goals. Outcome measures are needed to determine whether a best practice for mentoring can be established.
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