What makes mentors thrive? An exploratory study of their satisfaction in undergraduate medical education
Abstract Background Mentoring medical students with varied backgrounds and individual needs can be challenging. Mentors’ satisfaction is likely to be important for the quality and sustainability of mentorships, especially in programs where the mentor has responsibility for facilitating a group of me...
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ftdoajarticles:oai:doaj.org/article:d005111d37d443c998505066183991e7 2024-09-09T20:14:15+00:00 What makes mentors thrive? An exploratory study of their satisfaction in undergraduate medical education Elise Pauline Skjevik Edvin Schei J. Donald Boudreau Arne Tjølsen Unni Ringberg Abraham Fuks Monika Kvernenes Eirik H. Ofstad 2024-04-01T00:00:00Z https://doi.org/10.1186/s12909-024-05344-y https://doaj.org/article/d005111d37d443c998505066183991e7 EN eng BMC https://doi.org/10.1186/s12909-024-05344-y https://doaj.org/toc/1472-6920 doi:10.1186/s12909-024-05344-y 1472-6920 https://doaj.org/article/d005111d37d443c998505066183991e7 BMC Medical Education, Vol 24, Iss 1, Pp 1-10 (2024) Mentoring Group mentorship Medical education Satisfaction Rewards Special aspects of education LC8-6691 Medicine R article 2024 ftdoajarticles https://doi.org/10.1186/s12909-024-05344-y 2024-08-05T17:49:39Z Abstract Background Mentoring medical students with varied backgrounds and individual needs can be challenging. Mentors’ satisfaction is likely to be important for the quality and sustainability of mentorships, especially in programs where the mentor has responsibility for facilitating a group of mentees. However, little is known about what influences mentors’ satisfaction. The aim of this study was to measure mentors’ self-reported satisfaction with the mentoring experience and to explore associations between satisfaction and its putative factors. Methods An online survey was sent out to all physician mentors in each of the three mentorship programs (UiT The Arctic University of Norway, the University of Bergen, and McGill University, graduation years 2013–2020, n = 461). Data were analyzed by descriptive statistics, dimension reduction, and linear regression. Results On a scale from 1 to 5, mean mentor satisfaction score at two Norwegian and one Canadian medical school was 4.55 (95% CI 4.47, 4.64). In a multilevel multivariate regression analysis, two predictors were significantly associated with mentors’ satisfaction: (1) the perception that students found the group meetings valuable (β = 0.186, 95% CI 0.021, 0.351, p = 0.027) and (2) mentors’ perceived rewards (β = 0.330, 95% CI 0.224, 0.437, p < 0.001). Perceived rewards included experiencing gratifying relationships with students, and mentors’ perception of self-development. Conclusions In this study, mentors appeared to be highly satisfied with their mentoring functions. Our findings suggest that mentors’ overall satisfaction is closely linked to their experiences of fulfilling mentor-student relationships and personal and professional development. Interestingly, and perhaps contrary to commonly held assumptions, we found no association between mentor satisfaction and financial compensation. Furthermore, satisfaction was not associated with the provision of pre-assigned topics for discussions for mentor group meetings. We propose that the mentors’ ... Article in Journal/Newspaper Arctic University of Norway UiT The Arctic University of Norway Directory of Open Access Journals: DOAJ Articles Arctic Bergen Norway BMC Medical Education 24 1 |
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Directory of Open Access Journals: DOAJ Articles |
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English |
topic |
Mentoring Group mentorship Medical education Satisfaction Rewards Special aspects of education LC8-6691 Medicine R |
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Mentoring Group mentorship Medical education Satisfaction Rewards Special aspects of education LC8-6691 Medicine R Elise Pauline Skjevik Edvin Schei J. Donald Boudreau Arne Tjølsen Unni Ringberg Abraham Fuks Monika Kvernenes Eirik H. Ofstad What makes mentors thrive? An exploratory study of their satisfaction in undergraduate medical education |
topic_facet |
Mentoring Group mentorship Medical education Satisfaction Rewards Special aspects of education LC8-6691 Medicine R |
description |
Abstract Background Mentoring medical students with varied backgrounds and individual needs can be challenging. Mentors’ satisfaction is likely to be important for the quality and sustainability of mentorships, especially in programs where the mentor has responsibility for facilitating a group of mentees. However, little is known about what influences mentors’ satisfaction. The aim of this study was to measure mentors’ self-reported satisfaction with the mentoring experience and to explore associations between satisfaction and its putative factors. Methods An online survey was sent out to all physician mentors in each of the three mentorship programs (UiT The Arctic University of Norway, the University of Bergen, and McGill University, graduation years 2013–2020, n = 461). Data were analyzed by descriptive statistics, dimension reduction, and linear regression. Results On a scale from 1 to 5, mean mentor satisfaction score at two Norwegian and one Canadian medical school was 4.55 (95% CI 4.47, 4.64). In a multilevel multivariate regression analysis, two predictors were significantly associated with mentors’ satisfaction: (1) the perception that students found the group meetings valuable (β = 0.186, 95% CI 0.021, 0.351, p = 0.027) and (2) mentors’ perceived rewards (β = 0.330, 95% CI 0.224, 0.437, p < 0.001). Perceived rewards included experiencing gratifying relationships with students, and mentors’ perception of self-development. Conclusions In this study, mentors appeared to be highly satisfied with their mentoring functions. Our findings suggest that mentors’ overall satisfaction is closely linked to their experiences of fulfilling mentor-student relationships and personal and professional development. Interestingly, and perhaps contrary to commonly held assumptions, we found no association between mentor satisfaction and financial compensation. Furthermore, satisfaction was not associated with the provision of pre-assigned topics for discussions for mentor group meetings. We propose that the mentors’ ... |
format |
Article in Journal/Newspaper |
author |
Elise Pauline Skjevik Edvin Schei J. Donald Boudreau Arne Tjølsen Unni Ringberg Abraham Fuks Monika Kvernenes Eirik H. Ofstad |
author_facet |
Elise Pauline Skjevik Edvin Schei J. Donald Boudreau Arne Tjølsen Unni Ringberg Abraham Fuks Monika Kvernenes Eirik H. Ofstad |
author_sort |
Elise Pauline Skjevik |
title |
What makes mentors thrive? An exploratory study of their satisfaction in undergraduate medical education |
title_short |
What makes mentors thrive? An exploratory study of their satisfaction in undergraduate medical education |
title_full |
What makes mentors thrive? An exploratory study of their satisfaction in undergraduate medical education |
title_fullStr |
What makes mentors thrive? An exploratory study of their satisfaction in undergraduate medical education |
title_full_unstemmed |
What makes mentors thrive? An exploratory study of their satisfaction in undergraduate medical education |
title_sort |
what makes mentors thrive? an exploratory study of their satisfaction in undergraduate medical education |
publisher |
BMC |
publishDate |
2024 |
url |
https://doi.org/10.1186/s12909-024-05344-y https://doaj.org/article/d005111d37d443c998505066183991e7 |
geographic |
Arctic Bergen Norway |
geographic_facet |
Arctic Bergen Norway |
genre |
Arctic University of Norway UiT The Arctic University of Norway |
genre_facet |
Arctic University of Norway UiT The Arctic University of Norway |
op_source |
BMC Medical Education, Vol 24, Iss 1, Pp 1-10 (2024) |
op_relation |
https://doi.org/10.1186/s12909-024-05344-y https://doaj.org/toc/1472-6920 doi:10.1186/s12909-024-05344-y 1472-6920 https://doaj.org/article/d005111d37d443c998505066183991e7 |
op_doi |
https://doi.org/10.1186/s12909-024-05344-y |
container_title |
BMC Medical Education |
container_volume |
24 |
container_issue |
1 |
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1809815956880359424 |