Evidence map›Paper›PMID 38575953›Full record

ArticleBMC medical education2024

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

Open access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.

0numbers the graph read from it
0cells of the map it votes in
5citing papers in PubMed
3.2field-weighted citation impact, top 9% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

5 citing papers in PubMed, 5 citations in OpenAlex.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors at 3 institutions in 3 countries.

Elise Pauline SkjevikDepartment of Community Medicine, Faculty of Health Sciences, UiT The Arctic University of Norway, Tromsø, 9037, Norway. elise_skjevik@hotmail.com.
Edvin ScheiDepartment of Global Public Health and Primary Care, Faculty of Medicine, The University of Bergen, Bergen, Norway.
J Donald BoudreauInstitute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada.
Arne TjølsenDepartment of Biomedicine and Center for Medical Education, Faculty of Medicine, The University of Bergen, Bergen, Norway.
Unni RingbergDepartment of Community Medicine, Faculty of Health Sciences, UiT The Arctic University of Norway, Tromsø, 9037, Norway.
Abraham FuksDepartment of Medicine, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada.
Monika KvernenesDepartment of Clinical Medicine, Center for Medical Education, Faculty of Medicine, The University of Bergen, Bergen, Norway.
Eirik H OfstadDepartment of Clinical Medicine, UiT The Arctic University of Norway, Tromsø, Norway.
UiT The Arctic University of Norway · NOUniversity of Bergen · NOMcGill University Health Centre · CA

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundMentoring 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.

methodsAn 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.

resultsOn 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.

conclusionsIn 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' experienced psycho-social rewards, and their competence in establishing well-functioning group dynamics, should be areas of focus for faculty development.

Indexed as

Education, Medical, UndergraduateMentoringStudents, MedicalCanadaHumansMentorsPersonal SatisfactionGroup mentorshipMedical educationMentoringRewardsSatisfaction

Identifiers

PMID38575953
PMCPMC10996132
OpenAlexW4393932265

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

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.