Purpose We aimed to examine the participants’ satisfaction and evaluation of the program’s appropriateness, outcomes and benefits from participants’ perspectives and gather suggestions from students to improve peer mentor programs.
Methods From 2016 to 2018, 67 mentees and mentors participated in the peer mentoring program. All program participants were asked to participate in the survey, and the respondents were invited to focus group interview (FGI). Quantitative data was collected from the survey questionnaire. Qualitative data was gathered from the open-end questions in the survey and supplemented from additional semi-structured FGIs. The interview data were analyzed using qualitative content analysis.
Results Nineteen responded to the survey, and six participated in the further FGI. Qualitative data contained outcomes and mutual benefits, factors for mentoring success, negative experiences, and suggestions for improvement. Especially factors for mentoring success consisted of various methods of studying assistance, motivation, autonomy, responsibility, emotional support, and relational bonding as important topics concerning mentor-mentee experiences. The satisfaction scores about the program appropriateness, others’ attitudes, program implementation, ranged from 3.5 to 3.9 (5-point Likert scores) without significant difference between mentors and mentees. The only negative experience reported by a mentee was feeling the pressure. Specific guidelines on program implementation, pre-education for mentees, appropriate matching, and mentees’ clear purpose and spontaneity were suggested to improve the program.
Conclusion Participants were generally satisfied with the peer mentoring program, gaining academic and non-academic achievements, including emotional support and improved relationships. Furthermore, we expect that this program can be improved with participants’ suggestions in the future.
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Education is considered to be a cultural and value-driven matter where any intervention in this field requires certain tools in order to describe the status quo. The current study, while taking into account the contextual texts related to Islamic mentoring, seeks to develop a tool to quantify this concept, as well as introduce the respective psychometric properties. A 113 items questionnaire was designed after reviewing the literature, the recommended guidelines concerning Islamic mentor and mentee, and reviewing available international tools. Content validity of the questionnaire was evaluated based on several criteria of clarity, fitness, and comprehensiveness by a survey of 10 experts and the necessary corrections were made. In the primary phase of this study, the psychometric properties of this questionnaire were evaluated by collecting the data from a random sample of 213 Iranian Ph.D. students in Tehran Universities of Medical Sciences. The factors analysis results show that 70 items, in the form of nine factors, construct the Islamic monitoring. Furthermore, The Cronbach’s α coefficient was determined for each factor and the entire questionnaire. Total reliability of the scale was obtained at 0.97. Considering the confirmed validity and reliability of the questionnaire, this tool can be highly beneficial for the experts and education professionals, particularly in the field of medicine, for the assessment and establishment of mentoring.
Purpose The purpose of this study was to explore the possibility of mentoring as an alternative to the current student support system based on our experiences of developing, operating, and evaluating a mentoring program.
Methods In 2014 and 2015, a total of 29 mentoring pairs were selected to be trained as mentors and mentees. The mentoring program was evaluated by the following methods. First, at the end of the one-on-one mentoring program, the mentee made a presentation summarizing their experiences and submitted a portfolio. Second, suggestions from the mentors and mentees were gathered from a survey and from a focus group interview. The quantitative data were analysed using descriptive statistics, frequency, and the Mann-Whitney U-test using SPSS version 21.0.
Results One-on-one mentoring sessions were carried out an average of five times during the semester. The topics of discussion were very diverse, including career coaching, personal counselling, journal club, field trips, leisure activities, and volunteering. Mentors and mentees showed high satisfaction rates regarding the content and administration of the program (mentors: 4.15±0.59, mentees: 4.00±1.58). However, the duration of the mentoring program was given a comparatively low rating (mentors: 3.15±1.09, mentees:
3.24±1.03).
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Purpose The purpose of this study was to investigate the awareness levels of medical students regarding the characteristics of each function within a mentoring program conducted within Kyung Hee University and to ultimately suggest points for reformation. Medical students’ awareness levels were determined using a 29-item questionnaire.
Methods The questionnaire was conducted on 347 medical students, excluding 25 students who either marked multiple answers or did not reply. The assessment of the program was based on a questionnaire with the use of a 5-point Likert scale using SPSS version 22.0. Multiple regression was conducted to examine the relationship between the satisfaction level, regarding functions of mentoring programs, and characteristics of mentoring programs. Interviews were conducted to supplement additional information that was hard to gain from the questionnaire.
Results The results on demographic and functional characteristics revealed that there was no statistically significant differences in satisfaction levels across gender, whereas there were significant differences across grade levels. In addition, there were significant differences in the frequency of meetings and topics of conversation while the length of meetings and meeting place were not significantly different.
Conclusion For the improved mentoring programs for medical students, the program should focus on the frequency of meetings and the topics of conversation. Furthermore, mentoring programs of high quality can be expected if professors take interview results into consideration. Also, students want to be provided with psychosocial advice from mentors in various ways such as role model function.
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Purpose This study aims to demonstrate whether the functionalities between the widely used questionnaire in other countries and the Korean-translated version show similarity. Also, it intends to verify their reliability and validity.
Methods The original questionnaire was first developed by professor Noe at the University of Minnesota with 29 items named as “mentoring functions” to identify the participants’ psychological and career-development functions. Using the Korean-translated version of the original questionnaire, the study was conducted on total 288 Kyung Hee University medical students, ranging from the first-year students to the third-year students on December 2015. In order to investigate if the survey form could be applied to the Korean participants, exploratory factor analysis and confirmatory factor analysis were conducted, using varimax rotation. Cronbach α statistics and the figures of standardized regression weights were analyzed respectively to indicate construct, convergent, and discriminant validities.
Results The result of exploratory factor analysis shows there are a total of three functions, including the additional “friendship function” (Eigen value, 1.152; significant level if higher than 1.0) with its high emphasis. The result of confirmatory factor analysis also demonstrates the similarity (p=0.000). As the whole reliability scale of the three functions is significantly high (Cronbach α , 0.971), each reliability scales of the three functions are shown to be high (0.814–0.955) as well.
Conclusion The model, with its three functions, proved the significant statistics regarding the reliability and validity. According to this ground, the conclusion is that the adapted questionnaire used in this study could be applied to Korean medical students.
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Methods The subjects were 380 students at Seoul National University College of Medicine. The data were analyzed by frequency analysis, paired t-test, and Borich’s formula.
Results By t-test with matched samples for satisfaction-importance, We noted statistically significant differences in all domains. In particular, the difference was greater in the second year. According to the needs analysis, the most urgent program is meeting with seniors in various career areas. Also, medical students hope for mentor from clinical professors of the university and successful medical practitioners, and personal counseling.
Conclusion These results show that medical students need a career guidance program. The findings of the study can be used to guide the development of career education programs and curriculum for medicine students.
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PURPOSE This study aims to explore development of a student-centered mentoring program and assess satisfaction about the course in order to improve system of the course on the basis of our implementation experience.
METHODS The course was designed for 58 third-year medical students in 2012. A student council acted as the core management team. We evaluate assessment about the course with a 50-item questionnaire administered on a 5-point Likert scale using SPSS version 20.0, and a short-answer form asked students, faculty, and lecturers for their opinions on the course.
RESULTS Students felt that 'Attitude on health care policies (28.6%)' was the most useful lecture. The 'Meeting with a patient' session was useful for developing students' abilities to empathize and communicate with other people (81.1%). The 50.9% of students were very satisfied with the course, as well as with the form of the course (49.2%).
CONCLUSION A bold action that medical educators can take is to get students involved from the outset of the curriculum development. Allowing students to become actively involved in developing the program is an effective means of hearing them and providing a more meaningful learning experience.
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Programa Mentor Clínico: aprendizaje-enseñanza de competencias y habilidades clínicas mediante la colaboración entre estudiantes y docentes de la carrera de Medicina Lourdes Lledó García, Gabriel de Arriba de la Fuente, Manuel Rodríguez Zapata Educación Médica.2025; 26(2): 101026. CrossRef
Design and Implementation of a Career Planning Program at Chonnam National University Medical School Eui-Ryoung Han, Eun-Kyung Chung Korean Medical Education Review.2024; 26(1): 36. CrossRef
Analysis of Research Trends in the Korean Journal of Medical Education and Korean Medical Education Review Using Keyword Network Analysis Aehwa Lee, Soon Gu Kim, Ilseon Hwang Korean Medical Education Review.2021; 23(3): 176. CrossRef
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Nearly every medical school in Korea has a student advisory program, regardless of its form or method, but it is plagued by efficiency. To examine efficient means of delivering student advisory programs, we chose 'mentoring' as one solution and reviewed the concepts of a mentor and mentoring, the qualities and roles of a mentor, and examples of national and international cases of mentoring. The concept of mentoring is diverse, but it connotes and stresses aspects, such as individual guidance, tutoring, life coaching, and role modeling. We conclude that the quality of many student advisory programs can be elevated by providing holistic and systematic guidance that meets the demands of the mentees; giving individual, continuous, and intimate coaching; and guiding a balanced academic and social life and career, which will develop good doctors who can provide a holistic health care.
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Career Guidance to Help Medical School Students Choose a Specialty after Graduation Sun Woo Lee Korean Medical Education Review.2024; 26(1): 5. CrossRef
Design and Implementation of a Career Planning Program at Chonnam National University Medical School Eui-Ryoung Han, Eun-Kyung Chung Korean Medical Education Review.2024; 26(1): 36. CrossRef
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To foster humanistic physician, and to support medical students with the many adjustment problems which they commonly encounter in medical school, more personal and closer relationships between faculty members and students are warranted. This study was carried out to investigate faculties' and student's perceptions of the mentoring program in Gachon medical school.
A total of 90 faculty members and 131 students responded to questionnaires. Most of the faculties and students believe this program to hold an important role in medical education.
While majority of faculty members thought that the most important purpose of the program is to develop student attitudes by being a positive role model, most students perceived the development of personal relationships with faculties as being the most important. In addition, both faculty members and students listed an interest in education, as well as compassion for students as being important characteristics of a good mentor. With regard to perceived or anticipated problems of this program, many faculty members pointed to a lack of time and experience, while students indicated faculty members' passive attitudes and lack of interest in cultivating relationships with students.
Findings from this study suggest several directions for improvement. First, to encourage active participation, students and faculties must understand the purpose of this program. Second, a training program to develop mentoring abilities should be provided for faculty. Third, a network among cooperating services should be introduced to keep this program running more effectively.
Further, mentors and students should have regular meetings to promote closer relationships between them. This improved faculty mentoring program can serve as a continuing basis to facilitate personal and professional development of medical students.
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Design and Implementation of a Career Planning Program at Chonnam National University Medical School Eui-Ryoung Han, Eun-Kyung Chung Korean Medical Education Review.2024; 26(1): 36. CrossRef
Career Guidance to Help Medical School Students Choose a Specialty after Graduation Sun Woo Lee Korean Medical Education Review.2024; 26(1): 5. CrossRef
Are medical students being properly cared for? A question for the current student advisory program Yera Hur, Keumho Lee Korean Journal of Medical Education.2013; 25(3): 221. CrossRef
What Kind of Mentoring Do We Need? A Review of Mentoring Program Studies for Medical Students Yera Hur, Sun Kim, Keumho Lee Korean Journal of Medical Education.2013; 25(1): 5. CrossRef
The Effects of Attribution Tendencies, Academic Stress, and Coping Efficacy on Academic Adjustment of Medical Students So-Joung Yune, Kwi Hwa Park, Wook-Jin Chung, Sang-Yeoup Lee Korean Journal of Medical Education.2011; 23(3): 167. CrossRef
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