Evaluation of a medical school's mentorship program using CIPP model: a mixed-methods study

Area of Science:

• Medical Education
• Mentorship Programs
• Program Evaluation

Background:

• Mentoring is crucial for medical student professional development.
• Effective evaluation is key to successful mentorship programs.
• A mixed-method study used the Context Input Process and Product (CIPP) model to evaluate a new medical school mentorship program.

Purpose of the Study:

• To evaluate a newly established medical student mentorship program.
• To identify areas for improvement in program implementation and structure.

Main Methods:

• A mixed-method approach involving 182 mentees and 29 mentors.
• Quantitative data collected via Likert scale surveys for mentors and mentees.
• Qualitative data gathered through Focus Group Discussions (FGDs) analyzed thematically.

Main Results:

• Only 15-20% of mentees strongly agreed program goals were met.
• Mentors rated the program as 'good' (62.1%) or 'very good' (17.2%).
• Qualitative data indicated dissatisfaction due to unclear objectives, poor matching, inaccessibility, and lack of mentor training.

Conclusions:

• Mentorship is valued by both medical students and mentors.
• The program's implementation requires significant improvements.
• Key areas for enhancement include defining objectives, improving accessibility, and providing mentor training.