Development and Evaluation of a Mentor Handbook to Support Accelerated Pathway to Medical Education (APME) Students

Combined baccalaureate-MD programs offer an accelerated pathway to medical education, yet mentor-facing guidance and evaluated support tools for these programs remain limited. The University of Arizona College of Medicine-Tucson established the Accelerated Pathway to Medical Education (APME) program in 2021, alongside a near-peer mentorship initiative connecting current medical students with APME participants. To address the absence of structured, mentor-facing resources tailored to accelerated tracks, we developed and evaluated a mentor handbook designed to support academic navigation, professional development, wellness, and peer connectivity for APME students, with evaluation focused on student perceptions rather than observed behavioral outcomes.

This cross-sectional, descriptive pilot study involved the development, dissemination, and perceptual evaluation of a digital mentor handbook. Content was created through review of institutional resources, consultations with program leaders and upperclassmen, and input from current mentors. Following dissemination, an anonymous electronic questionnaire was distributed to all eligible APME students and the new APME mentors (N=14) during the 2024-2025 academic year; 10 participants responded (71% response rate). Quantitative data from 5-point Likert scale questions assessing perceived clarity, relevance, and usefulness were summarized using frequencies, percentages, and p-values, while qualitative responses underwent reflexive thematic analysis by two independent coders.

Respondents reported high perceived clarity (n=10/10 satisfied or very satisfied; p=0.001), relevance (n=8/10, p=0.055), and helpfulness (n=8/10; p=0.055). The most frequently selected useful sections were Mentor Contact Information (n=8/10), followed by the Cold Email Template (n=5/10). Qualitative feedback highlighted the value of peer contact information for fostering connections but raised concerns that including recommended course lists and early introduction of study tools could create unnecessary pressure or information overload. Students also recommended adding a section for on- and off-campus study locations.

In this exploratory pilot study with a small sample size, the mentor handbook was perceived as a clear and relevant support tool for an accelerated medical pathway. Findings reflect subjective perceptions rather than demonstrated behavioral or academic outcomes and should be interpreted accordingly. Future work, including longitudinal follow-up and multi-institutional evaluation, will be critical to strengthen the evidence base, assess sustained impact, and determine generalizability across programs. Ongoing, student-driven revisions and longitudinal evaluations will be essential to optimize relevance, mitigate bias, and assess broader impact across future cohorts.