Trial reportPloS one2025
Effects of mentoring on self-reflection and competence in Final year medical students' internal medicine rotation.
Trial report in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- [Clinician and medical scientists in internal medicine: cardiology].Innere Medizin (Heidelberg, Germany) · 2026Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundFinal year medical students (FYMS) in Germany transfer theoretical knowledge to clinical practice. However, there is a deficiency in structured guidance and feedback and self-reflective practices are often neglected. This study aims to investigate the impact of three mentoring strategies on cultivating self-reflection and introspection in FYMS and to assess competence during routine activities.
methodsFinal year medical students (n = 46) completing a mandatory internal medicine rotation at Heidelberg University Hospital were randomized to either passive mentoring or active mentoring (split into structured and unstructured sessions). Across an 8-week rotation, we assessed the influence of mentoring styles on self-reflection and introspection (SRIS) at the beginning and at the end of the rotation. Changes in SRIS were compared by Mann Whitney U tests. Translated, adapted and newly generated questionnaires were analysed calculating cronbach's alpha and optimized using an item-drop analysis.
resultsKey findings include: a general reluctance to initiate mentor-mentee relationships (1 out of 15 in the passive group sought meetings, p < 0.0001), a propensity for FYMS to undervalue their competence compared to external evaluations (3.6 vs. 4.5 p < 0.0001), a tendency for female FYMS to have higher perceived competence (PCS) than males, with means of 3.8 vs. 3.3 (p = 0.0021), and a measurable improvement in introspection (SRIS-IN) across all participants by the program's end, regardless of the mentoring style received (median change on scale: 0.25, p = 0.0016). However, the mentoring intervention itself revealed no significant impact on self-reflection.
conclusionsActive mentoring had little to no effect on self-reflection and insight of final year medical students in Germany in the setting of an 8-week rotation. Interventional learning studies were well accepted, and participation rate was high. However, form completion rates were low. Future studies should focus on increasing form completion rates through additional incentives.
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