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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.

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New medical schools establish varied mentoring programs, facing challenges like time constraints and lack of incentives. Further research is needed to identify best practices for effective undergraduate medical education mentoring.

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Area of Science:

  • Medical Education
  • Curriculum Development
  • Mentorship Programs

Background:

  • Mentoring is a crucial element in undergraduate medical education.
  • Established medical schools often have diverse mentoring programs.
  • New medical schools are developing their own unique mentoring initiatives.

Purpose of the Study:

  • To investigate the structure and implementation of mentoring programs in newly established medical schools.
  • To understand how these programs align with curriculum development in institutions founded since 2006.

Main Methods:

  • A survey was administered to administrators at 14 U.S. medical schools founded after 2006.
  • Data collected focused on the design and execution of their respective mentoring programs.

Main Results:

  • Most new medical schools have implemented mentoring programs, though structures and implementation vary significantly.
  • Faculty and student time constraints, alongside limited financial and professional incentives for faculty, were identified as key challenges.
  • Despite challenges, mentoring programs were perceived as valuable across participating institutions.

Conclusions:

  • Mentoring programs in new medical schools lack uniformity, mirroring established institutions and reflecting diverse institutional goals and curricula.
  • There is a need for outcome measures to establish best practices in undergraduate medical education mentoring.