ArticleDentistry journal2021
Peer Mentoring as a Tool for Developing Soft Skills in Clinical Practice: A 3-Year Study.
Article in Dentistry journal, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
7 citing papers in PubMed, 22 citations in OpenAlex.
- The dual impact of peer mentor programs on career maturity and career decision-making self-efficacy of nursing students during the transition period: a mixed-methods study.BMC medical education · 2025Trial
- Impact of teaching modality on soft skill development: Oral health literacy awareness skills assessed using standardized patient experiences.Journal of dental education · 2025Trial
- Soft Skills in the Training of Future Dentists: Perceptions and Perspectives of Final-Year Students.Dentistry journal · 2026Article
- Increasing physician-perceived comfort about ostomies in pediatric inflammatory bowel disease: An interprofessional quality improvement project.Learning health systems · 2025Article
- Multidisciplinary Perspectives on Medical Decision-Making for Ostomy Surgery in Pediatric IBD: Themes from Focus Groups.Journal of clinical psychology in medical settings · 2025Article
- Soft skills in Orthodontics: an analysis in residents and experienced professionals.Dental press journal of orthodontics · 2024Observational
- Between clinical practice, teaching and research - a project report on the development and implementation of a career mentoring curriculum for female clinician scientists.GMS journal for medical education · 2022Article
Corrections and comments
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Authors and funding
5 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Education currently focuses on improving academic knowledge and clinical skills, but it is also important for students to develop personal and interpersonal skills from the start of their clinical practice. The aim was to evaluate the effect of peer mentoring in third-year students and to gauge the evolution of non-technical skills (NTS) acquisition up to the fifth year. The study groups were selected between September 2015 and May 2018, based on the NTS training they had or had not received: (1) fifth-year students with no training (G1); (2) third-year students mentored in NTS (G2a); and (3) a small group of fifth-year students who became mentors (G2b). A total of 276 students who took part in this study were assessed using a 114-item self-evaluation questionnaire. Data were collected from seven surveys conducted between September 2015 and May 2018, and statistical analysis was performed using one-way ANOVA and Fisher's post-hoc test. G2a improved their non-technical skill acquisition over three years of clinical training up to their fifth year. This group and G2b showed statistically significant differences compared to non-mentored students (G1). Peer mentoring at the beginning of clinical practice is a valid option for training students in non-technical skills.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.