ArticlePloS one2025
The impact of a longitudinal mentorship program on medical students: A mixed-methods study.
Article in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Perceptions of the educational environment during clinical training among Vietnamese medical students: a cross-sectional study.BMC medical education · 2026Article
- Development and validation of the Traineeship Evaluation Questionnaire (TEQ) from the physiotherapy student's perception.BMC medical education · 2026Article
- Editorial: Widening participation and access to medicine as a career.Frontiers in medicine · 2026Article
- Association between research exposure and medical specialization choices among medical students and trainees in Saudi Arabia: A cross sectional study.Journal of family & community medicineArticle
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundMentorship is a critical element of medical education, shaping specialty preferences, professional identity, and confidence. At VinUniversity in Hanoi, Vietnam, the Longitudinal Mentorship Program (LMP) was designed to provide sustained guidance in a low- and middle-income context.
methodsThis mixed-methods study included 83 medical students from the first two cohorts at VinUniversity. Quantitative data were collected through a cross-sectional survey assessing mentorship's influence on specialty selection, confidence, and professional identity formation using a 5-point Likert scale (91.2% response rate). Qualitative data were obtained via semi-structured interviews with 14 students, exploring mentorship's role in career transitions, gender considerations, work-life balance, and role model influences. Statistical analyses, including Spearman correlation and group comparisons, were conducted for quantitative data, while thematic analysis was applied to qualitative findings.
resultsSurvey data showed that students rated mentorship highly for enhancing confidence (mean 3.98 ± 1.08), providing useful skills and knowledge (3.98 ± 1.06), and offering valuable insights and advice (4.05 ± 1.09). Mentorship was perceived to moderately influence specialty selection (3.28 ± 1.49). Female students consistently rated their mentors higher, with significant differences for expertise (p = 0.005), professional connections (p = 0.002), emotional support (p = 0.007), and personalized guidance (p = 0.022). Correlation analyses revealed that mentors' expertise (ρ = 0.488), emotional support (ρ = 0.425), and role modeling (ρ = 0.511) were strongly associated with enhanced confidence and specialty interest. Qualitative findings emphasized the importance of role models, clinical mentors, and personal support, with additional insights into gender considerations, work-life balance, and reinforcement of career aspirations.
conclusionsThis study highlights the critical role of longitudinal mentorship in medical education, demonstrating its impact on career certainty, motivation, and professional identity formation. The findings support the integration of structured mentorship programs into medical curricula to enhance career preparedness and student development. Future research should investigate the long-term effects of mentorship beyond medical school and explore strategies for optimizing mentor-mentee pairing to maximize its benefits.
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