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Transitioning from Teaching to Mentoring in Medical Sciences.

Amod Gupta1

  • 1Advanced Eye Centre, Postgraduate Institute of Medical Education and Research, Chandigarh, India.

The Indian Journal of Radiology & Imaging
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PubMed
Summary

Medical education in India needs a shift from traditional teaching to mentorship to develop future physicians. Mentors foster critical thinking, lifelong learning, and career growth, proving essential for academic success and faculty retention.

Keywords:
Harvey CushingWilliam Oslere-mentoringmentoringspeed mentoringteaching

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Area of Science:

  • Medical Education
  • Academic Medicine
  • Professional Development

Background:

  • Traditional teaching models in medical education are insufficient for developing future-ready physicians, researchers, and educators.
  • Pioneers of modern medicine over a century ago utilized mentorship to prepare subsequent generations of specialists and teachers.
  • The evolving role of educators necessitates a focus on critical thinking and knowledge application beyond information dissemination.

Purpose of the Study:

  • To highlight the urgent need for transitioning from traditional teaching to a mentoring model in Indian medical education.
  • To underscore the pivotal role of mentors in cultivating future medical leaders and fostering lifelong learning.
  • To examine the benefits and challenges of academic mentorship in medical institutions.

Main Methods:

  • The study is a conceptual review and synthesis of existing literature and expert opinion on medical education and mentorship.
  • It analyzes the historical context and contemporary relevance of mentorship in physician development.
  • It discusses various forms of mentoring, including traditional, speed, and e-mentoring.

Main Results:

  • Mentorship significantly benefits residents by enhancing well-being, collegiality, and professional skills.
  • Academic mentorship is linked to increased publication rates, grant acquisition, career satisfaction, and faculty retention.
  • Challenges such as gender disparities in mentorship and the need for formal institutional support are identified.

Conclusions:

  • A transition to a mentoring-based approach is critical for advancing medical education and producing competent future medical professionals in India.
  • Effective mentorship requires a trusting relationship, mutual respect, and institutional support to navigate academic challenges and ensure career advancement.
  • Innovative mentoring formats like speed and e-mentoring are emerging, but program evaluation remains a challenge requiring robust assessment tools.