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Abstract
Purpose
Mentoring is considered a valuable component of undergraduate medical education with a variety of programs at established medical schools. This study presents how new medical schools have set up mentoring programs as they have developed their curricula.
Methods
Administrators from 14 US medical schools established since 2006 were surveyed regarding the structure and implementation of their mentoring programs.
Results
The majority of new medical schools had mentoring programs that varied in structure and implementation. Although the programs were viewed as valuable at each institution, challenges when creating and implementing mentoring programs in new medical schools included time constraints for faculty and students, and lack of financial and professional incentives for faculty.
Conclusions
Similar to established medical schools, there was little uniformity among mentoring programs at new medical schools, likely reflecting differences in curriculum and program goals. Outcome measures are needed to determine whether a best practice for mentoring can be established.
To access the supplementary material for this article, please see Supplementary files under Article Tools online
To access the supplementary material for this article, please see Supplementary files under Article Tools online
Acknowledgements
This work was made possible through a grant funded by the AAMC/NEGEA collaborative research project to the Hofstra North Shore-LIJ School of Medicine.
Conflict of interest and funding
The authors have not received any funding or benefits from industry to conduct this study.
Notes
To access the supplementary material for this article, please see Supplementary files under Article Tools online
