Mentorship Matters”: A Comprehensive Exploration of Student Perspectives in Medical and Dental Training

doi:10.21203/rs.3.rs-4006403/v1

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Mentorship Matters”: A Comprehensive Exploration of Student Perspectives in Medical and Dental Training

https://doi.org/10.21203/rs.3.rs-4006403/v1

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Background & Objective: Mentoring, a time-honoured practice dating back to ancient Greece, has gained renewed significance in educational settings. This study explores the perceptions of medical and dental students in mentoring programs, emphasizing the importance of mentoring for academic growth, career development, and personal improvement.

Materials & Methods: A comparative cross-sectional study was conducted in a medical and dental colleges of Pakistan & Egypt, utilizing a questionnaire-based survey with Likert Scale responses. Participants included 306 students, with data collected through convenience sampling. Demographic data and mentoring program perceptions were assessed. Two themes: Mentorship Satisfaction and Support and Impact of Mentoring on Professional and Personal Development were linked to the questionnaire to assess their impact on student perception. Data was analysed using

Results: Analysis revealed a diverse participant distribution across gender, program type, and academic levels. Ordinal logistic regression identified significant factors influencing mentorship satisfaction and support. Fourth-year students exhibited higher satisfaction odds, while negative impacts on professional and personal development decreased satisfaction odds. Positive perceptions of navigating the mentorship compass significantly increased satisfaction odds. Ordinal logistic regression analysis was performed to asses the impact student perception with mentorship.

Conclusion: Tailored mentorship programs, acknowledges the nuanced impact on students' satisfaction, professional development, and personal growth. As a two-way process, effective mentorship fosters a collaborative environment, positively influencing both mentors and mentees. Understanding these dynamics is crucial for optimizing mentoring relationships and promoting successful academic and professional journeys.

Communication between a mentor and a mentee in a friendly setting is known as mentoring. This is not a new concept, as it began in the Greek era. Mentoring program started first in medical colleges of USA in 1990.^[1] The value of mentoring has recently been emphasised in educational settings. Studies from the past have shown general consensus that mentoring has many benefits for the mentor and the mentee.^{[2, 3]} As a successful professional, guidance and support are required. Medical/dental students face considerable distress and anxiety during their studies which directly affects their academic performance. These issues can be resolved through guidance and counselling. A good mentoring session may help reduce distress and anxiety among students and faculty members. It is a selfless, cost-free method of job advancement in which a mentor assists a mentee in realizing his or her full potential to achieve both personal and professional goals.

Mentoring is an essential program for academic growth, career development, research, and personal improvement, not only for medical students, but also for the faculty and the medical/dental college community. There are several benefits of mentoring which may include the development of professional growth, confidence, better career opportunities, improved communication skills, and fostering a collaborative working environment. This process results in the development of a mentoring relationship, which could last a lifetime with the mentor serving as a role model. The mentor provides advice to the mentee, and the mentee gives the mentor a new insight to stimulate growth and reflection in the mentor.^[4] Contrarily, reverse mentorship gives less senior medical professionals the option to step up and guide their more senior counterparts.^[5] Reverse mentoring may build a more cohesive, effective team in which all generations coexist in peace by cooperating and learning from one another.^[6]

Mentoring is two-way process based on mentee-mentor relationship, it provides a platform via communication between the two parties.^[7] The mentee gains from mentoring by receiving psychological support, guidance on job progress, and a secure setting in which to test new concepts. The mentor gains confidence in mentoring, teaching, and creating a collaborative environment. Communication between a mentor and mentee in a friendly setting is what is known as mentoring. The good relationship not only helps in making curricular reforms but also to promote positive educational environment, that in turn increases student performance.^[8] With the advancement, there is no requirement that a mentor be at a higher career level than a mentee, and such mentoring in education is less technically defined and more dependent on a duality of roles,^[9] whereas, in traditional mentoring both academic and clinical mentor-mentee relationship, it is advised that the mentor to be one career level above the mentee in order to give the mentee with the proper research and professional counsel.^[10]

A successful mentoring relationship depends on the active participation of both the mentor and the mentee. Mentors are expected to carry a lot of responsibility and are taught to sympathize and listen. Although the mentors are unable to resolve all of the students' non-academic problems, their presence and listening abilities enable their mentees to develop from timid people into intelligent, self-assured doctors who are prepared to face the world with a strong foundation of knowledge, skills, and attitude.^[11] This study was conducted to explore the perceptions of medical and dental students in mentoring programs.

This study aim to perceive students’ views on mentoring, which is a two-way process in which mentors (someone with more expertise) assist mentees in their personal and professional growth and to unfold the experience of medical and dental students in mentoring programs.

This was a comparative cross-sectional study that was conducted in 2 medical and dental colleges of Pakistan and Egypt in the academic year of 2023. Ethical Approval for this study was obtained from the Ethical Review Committee of HBS Medical and Dental College Research wide reference number EC 06/20/09/2022. The duration of the study was from February to October 2023, and data were collected using convenience sampling.^[12] The sample size was calculated using the G-Power computing tool. The data were collected using a questionnaire. The questionnaire was developed by two to three experts from the Department of Medical Education, and its validity and reliability were tested by piloting. After piloting, the link to the pretested questionnaire was shared with the participants. The first part of the questionnaire included demographic data, and the second part included questions on their perceptions of the mentoring program. The questionnaire was based on a Likert Scale with 1 = strongly disagree (SDA), 2 = disagree (DA), 3 = neutral (N), = 4 agree (A), and 5 = Strongly Agree (SA). The items in the questionnaire were written in a way that was encouraging so that if the students agreed with them, they were satisfied with the program. The questionnaire also included items based on ‘Yes”, No, and “Sometimes’. Themes were generated from the responses to gain a greater understanding of the students' perspectives. Informed consent forms were obtained from the participants, and they were briefed about the confidentiality of the data. The questionnaire cover explained the reason for the data collection. Participation in the study was voluntary. A self-administered, pre-validated questionnaire was shared with the participants, who served as the foundation, and the data were collected and analyzed. Based on these results, three main themes were identified from the data.

Table 1

Distribution of variables
Parameter	Variable	N (306)	Percent
Gender	Male	155	50.7%
Gender	Female	151	49.3%
Type of Program	MBBS	148	48.4%
Type of Program	BDS	158	51.6%
Level	First Year	6	2.0%
	Second Year	86	28.1%
	Third Year	123	40.2%
	Fourth Year	67	21.9%
	Final Year	24	7.8%
Type of Mentorship	One to One Meeting	213	69.6%
Type of Mentorship	Group Meeting	93	30.4%
Frequency of Mentorship Meetings	Once in a month	229	74.8%
Frequency of Mentorship Meetings	Twice in a month	77	25.2%

Table 2

Ordinal logistic regression analysis for the Mentorship Satisfaction and Support
Parameter	Variable	Odd’s ratio	Std. Error	Confidence Interval (95%)		Sig.
Parameter	Variable	Odd’s ratio	Std. Error	Lower	Upper	Sig.
Gender	Male	.229	.204	− .171	.629	.262
Gender	Female	Reference	.	.	.	.
Type of Program	MBBS	.171	.217	− .256	.598	.433
Type of Program	BDS	Reference	.	.	.	.
Level	First Year	− .344	1.020	-2.344	1.656	.736
	Second Year	− .827	.913	-2.618	.963	.365
	Third Year	.446	.710	− .946	1.839	.530
	Fourth Year	1.052	.458	.153	1.952	.022
	Final Year	Reference	.	.	.	.
Type of Mentorship	One to One Meeting	.804	.625	− .422	2.030	.199
Type of Mentorship	Group Meeting	Reference	.	.	.	.
Frequency of Mentorship Meetings	Once in a month	-1.091	.665	-2.396	.213	.101
Frequency of Mentorship Meetings	Twice in a month	Reference	.	.	.	.
Impact of Mentoring on Professional and Personal Development		− .518	.103	− .721	− .315	.000
Navigating the Mentorship Compass: Charting Pathways to Success		1.890	.3735	1.158	2.622	.000

The Table 1 summarizes demographic and program-related information of 306 participants, indicating a nearly equal distribution of males and females. The majority of participants were pursuing BDS programs, primarily in their third year, with most engaged in one-to-one mentorship meetings held once a month. The Table 2 presents the results of an ordinal logistic regression analysis, which aimed to examine the relationship between the independent variables: The Likelihood Ratio Chi-Square value is 87.116, and it is associated with a p-value of 0.000, indicating that the model as a whole significantly predicts mentorship satisfaction and support. The odds ratio for males compared to females is 0.229, indicating that males have 0.229 times the odds of higher mentorship satisfaction and support compared to females. However, this result is not statistically significant (p = 0.262). The odds ratio for MBBS students compared to BDS students is 0.171, suggesting that MBBS students have 0.171 times the odds of higher mentorship satisfaction and support compared to BDS students. However, this result is not statistically significant (p = 0.433). Fourth-year students have an odds ratio of 1.052, indicating that they have 1.052 times the odds of higher mentorship satisfaction and support compared to final-year students. This result is statistically significant (p = 0.022). Impact of Mentoring on Professional and Personal Development: The odds ratio is -0.518, suggesting that individuals who perceive a negative impact of mentoring on their professional and personal development have lower odds of higher mentorship satisfaction and support. This result is statistically significant (p < 0.001).

Navigating the Mentorship Compass - Charting Pathways to Success: The odds ratio is 1.890, indicating that individuals who perceive a positive impact of navigating the mentorship compass have higher odds of higher mentorship satisfaction and support. This result is statistically significant (p < 0.001).

Table 3

Ordinal logistic regression analysis for the Impact of Mentoring on Professional and Personal Development
Parameter	Variable	Odd’s ratio	Std. Error	Confidence Interval (95%)		Sig.
Parameter	Variable	Odd’s ratio	Std. Error	Lower	Upper	Sig.
Gender	Male	− .062	.205	− .464	.341	.764
Gender	Female	Reference	.	.	.	.
Type of Program	MBBS	− .248	.216	− .673	.176	.251
Type of Program	BDS	Reference	.	.	.	.
Level	First Year	.619	.995	-1.332	2.570	.534
	Second Year	− .106	.899	-1.870	1.657	.906
	Third Year	− .480	.668	-1.790	.829	.472
	Fourth Year	− .333	.435	-1.186	.520	.444
	Final Year	Reference	.	.	.	.
Type of Mentorship	One to One Meeting	.025	.576	-1.104	1.154	.965
Type of Mentorship	Group Meeting	Reference	.	.	.	.
Frequency of Mentorship Meetings	Once in a month	.317	.652	− .963	1.596	.628
Frequency of Mentorship Meetings	Twice in a month	Reference	.	.	.	.
Mentorship Satisfaction and Support		− .587	.205	− .989	− .185	.004
Navigating the Mentorship Compass: Charting Pathways to Success		− .975	.390	-1.741	− .210	.012

The Table 3 presents the results of an ordinal logistic regression analysis, which aimed to examine the relationship between the independent variables: The Likelihood Ratio Chi-Square test statistic for this model is 35.859 with 10 degrees of freedom. The p-value associated with this test statistic is 0.000, which is less than the conventional significance level of 0.05. This indicates that the model as a whole is statistically significant, suggesting that at least one of the independent variables in the model has a significant effect on the dependent variable.

Male: The odds ratio is -0.062 with a standard error of 0.2053. The odds ratio is not statistically significant, as the confidence interval (-0.464 to 0.341) includes zero. Therefore, gender does not have a significant impact on the dependent variable, the "Impact of Mentoring on Professional and Personal Development."

Impact of Mentorship Satisfaction and Support: The odds ratio is -0.587 with a standard error of 0.2050. The odds ratio is statistically significant, as the confidence interval (-0.989 to -0.185) does not include zero. This indicates that the impact of Mentorship Satisfaction and Support has a significant negative effect on the impact of mentoring on professional and personal development.

Navigating the Mentorship Compass: Charting Pathways to Success: The odds ratio is -0.975 with a standard error of 0.3904. The odds ratio is statistically significant, as the confidence interval (-1.741 to -0.210) does not include zero. This suggests that navigating the mentorship compass has a significant negative effect on the impact of mentoring on professional and personal development.

Table 4

Ordinal logistic regression analysis for Navigating the Mentorship Compass: Charting Pathways to Success
Parameter	Variable	B	Std. Error	Confidence Interval (95%)		P value
Parameter	Variable	B	Std. Error	Lower	Upper	P value
Gender	Male	.132	.206	− .273	.538	.523
Gender	Female	Reference	.	.	.	.
Type of Program	MBBS	.022	.222	− .413	.457	.921
Type of Program	BDS	Reference	.	.	.	.
Level	First Year	-2.578	1.045	-4.626	− .530	.014
	Second Year	− .974	.929	-2.796	.848	.295
	Third Year	-1.611	.766	-3.114	− .108	.036
	Fourth Year	− .211	.448	-1.091	.669	.639
	Final Year	Reference	.	.	.	.
Type of Mentorship	One to One Meeting	.940	.676	− .386	2.265	.165
Type of Mentorship	Group Meeting	Reference	.	.	.	.
Frequency of Mentorship Meetings	Once in a month	.648	.613	− .555	1.851	.291
Frequency of Mentorship Meetings	Twice in a month	Reference	.	.	.	.
Mentorship Satisfaction and Support		1.195	.198	.806	1.585	.000
Impact of Mentoring on Professional and Personal Development		− .149	.101	− .349	.050	.141

The Table 4 presents the results of an ordinal logistic regression analysis, which aimed to examine the relationship between the independent variables. The result suggests that the combination of the independent variables (Gender, Program, Level, Mentorship Type, Meeting Frequency, Mentorship Satisfaction and Support, and Impact of Mentoring on Professional and Personal Development) as a whole significantly predicts the dependent variable "Navigating the Mentorship Compass: Charting Pathways to Success."

BDS (Reference): The reference category for the type of program.

Mentorship Satisfaction and Support: The odds ratio is 1.195. It suggests that a higher level of Mentorship Satisfaction and Support is associated with a significantly higher likelihood of Navigating the Mentorship Compass: Charting Pathways to Success (P = 0.000).

Impact of Mentoring on Professional and Personal Development: The odds ratio is -0.149. It indicates that a higher impact of mentoring on professional and personal development is associated with a slightly lower likelihood of Navigating the Mentorship Compass: Charting Pathways to Success.

The findings of this study despite being variable and context-bound, support the importance of mentoring among medical & dental students as a prime strategy for enhancing academic craftsmanship and productivity, promoting professional and personal development, career advancement, and fostering satisfaction among them. As Pakistan and Egypt are two nations with numerous provinces, Pakistan and Egypt has a variety of cultural traditions. These provinces have a unique culture and language of their own. Students from different backgrounds enter medical & dental College; since students come from diverse cultures and backgrounds, they often struggle to adjust. To help them with their academic and non-academic problems, a structured mentoring program was started and has been in existence for a few years. We explored how the mentor-mentee perception by students may affect academic activities. A trusting relationship between the two parties is required to achieve a positive outcome. Gender wise, the male student’s ratio was slightly higher than that of female students, and the participation of dental students was slightly higher than that of medical students. Overall 3rd level students of both medical and dental education participated in higher ratios than the rest of the levels. Meetings once a month with one-to-one sessions were preferred over group meetings twice a month.

Impact of Mentoring on Professional and Personal Development

The respondents of this study found mentoring programs moderately useful. Our results are slightly different compared to a previously done study for Graduate Medical Education programs where benefits of successful mentor relationships between trainees and faculty have been well-established.^[13] The respondents in this study perceived mentoring as having a moderately positive impact on their professional development, but with some variability in their opinions. Students perceived that mentoring had a mild impact on their personal development, which may be due to the unclear definition of personal development that makes it difficult to draw conclusions. A few of them consider that mentors sometimes help them, and sometimes they do not build up a personal reputation. Another study by Lian et al.^[10] concluded that mentorship should cover both personal and intellectual issues. As previously mentioned, personal concerns can have an emotional effect, which can disrupt students' concentration during academic performance. Therefore, there is a synergistic relationship between them that may have an impact.^[14] In this study, we found that despite the mentorship program, the impact on professional and personal development was negative. This may be due to poor mentor-mentee relationships. As suggested by Lian et al.^[10] a more structured approach to mentoring programs could help overcome this problem.

Respondents have diverse opinions on the effectiveness of mentoring in improving communication skills, as most of them do not agree that it helps to develop communication skills among mentees. This aspect has not been extensively explored in literature. In a study by Prak et al.^[11] they found that informal mentors tend to demonstrate good communication skills, general interest in students and work-life balance than their formal counterparts.^[15] Incorporating informal and formal mentoring can help improve these aspects in our students. The results of this study showed that there is a variation in opinions on building self-confidence and reducing anxiety and stress. A study done in a medical school in Australia by Wilson et al.^[12] suggested that mentors should strive to boost the mentee's self-confidence, offer the mentee opportunities for personal and professional development, and offer advice, insight, and moral support.^[16] A similar approach can help improve students’ professional and personal development.

Participants in this study, who believed that mentoring has a negative effect on their professional and personal development, are less likely to be satisfied with and supported by their mentors. Similar results have been reported in a previous study, where it was reported that the negative impact of mentoring can have a detrimental impact on mentees.^[17] However, there was a higher likelihood of mentorship support and satisfaction for participants who believed that using the mentorship compass had a beneficial effect.

Navigating the mentorship compass: charting pathways to success

There are mixed views; some of the respondents believe that mentoring helps in achieving its goals and objectives, whereas some of them have a negative opinion; they do not think mentoring does not help in this regard. Most of them responded that mentors helped them in career selection, but they did not know how to achieve them. This perception is different from a study by Asuka et al.^[13] who found that a student's career choice is primarily influenced by the informal mentor's area of expertise, and most mentees expressed that informal mentors actively participate in the process of career selection and the strategic achievement of their goals as compared to their faculty mentors.^[18] Thus, we can state that the mentors in our settings are not trained enough to guide the students in certain aspects, such as career counselling. This also emphasises the importance of informal mentoring, as mentioned in a study by Asuka et al.^[13]

In this study, students had mixed views on considering their mentors as a role model, which may be because there is a variation in this term. The difficulty in defining the concepts of role modelling and mentoring is not a recent issue.^[15] Role models and mentors are widely believed to be essential in helping students choose a career path. Medical school mentoring and role modelling are likely to be important factors in choosing a profession in primary care. The study has suggested that how mentoring and role modelling may affect primary care career choice.^[16]

The results from this study showed that the students felt that mentors did not promote career growth through mutual association. Another finding of this study was that only a few mentors helped them develop their leadership skills. This is important in healthcare, where strong leadership is needed to actively participate in major decision-making because of the constantly demanding and dynamic environment one faces. Very few students were encouraged to attend courses, seminars, and workshops to develop competence, whereas most of them had no such experience during mentoring. This issue was highlighted by another study by Varkey et al.^[14] in which the authors also suggested that the use of peer mentoring program positively impacts the academic skills, improvement in research skills and satisfaction in academic achievement.^[19] This may help to overcome the issue of developing leadership skills among students. The results of this study found that students perceived that performance feedback should be shared with them which will help them improve their academic performance. Similar suggestions have been previously reported in the literature previously.^[20]

Mentorship Satisfaction and Support

According to this study, respondents felt respected by their mentors and satisfied that mentors were available to them when needed. They believe that mentors understand mentees’ perspectives and meet at the right level of their knowledge and ability. This is similar to a previous study by Adoga et al.^[21] who found that medical students have a positive perception of mentors who are available when needed or are more accessible.

The students in this study felt comfortable sharing their experiences with their mentors during mentoring sessions. The respondents were motivated and satisfied with receiving support and guidance from their mentees. This finding is similar to a previously done study which suggested that motivation advices and encouragement helps mentees in building self-esteem.^[14] For the relationship between mentors and mentees to be meaningful, honesty, compassion, and patience are essential. A mentor's capacity to provide support that is more likely to be accepted and meaningful by their mentees depends heavily on their capacity to empathise. Mentee-mentors should be open to each other and encourage mentees to think out of the box. They were also satisfied with the emotional support provided to them by mentors. It has been reported in the literature that the mentors have to equip themselves to deal with the mentees who may face serious issues like psychological problems.^[22] Respondents perceived that they were encouraged to think out of the box during the mentoring sessions. They were encouraged to discuss various ideas. Fostering students’ critical and creative thinking is one of the most crucial components of mentoring. It requires skill to stimulate critical thinking abilities among mentees which enhances their ability to make decisions and solve problems. The result of a strong mentoring process improves teacher’s skills to train students critical thinking skills.^[23] This has been reported in our study by the participants as well which reemphasizes the importance of mentoring in developing the students critical thinking.

Impact of Mentoring on Professional and Personal Development and Navigating the Mentorship Compass: Charting Pathways to Success and the dependent variable Mentorship Satisfaction and Support.

Participants in this study, who believed that mentoring has a negative effect on their professional and personal development are less likely to be satisfied with and support of their mentors. Whereas, there is a higher likelihood of mentorship support and satisfaction for participants who believe that using the mentorship compass has a beneficial effect. This outcome was considered statistically significant.

Mentorship Satisfaction and Support and Navigating the Mentorship Compass: Charting Pathways to Success and the dependent variable Impact of Mentoring on Professional and Personal Development.

This shows that the influence of mentoring on professional and personal development is significantly negatively impacted by navigating a mentorship compass. This suggests that mentoring’s influence on professional and personal development is significantly negatively affected by mentorship satisfaction and support. It implies that navigating the mentorship compass is substantially more likely when there is a higher level of mentorship satisfaction and support: Creating Success Roadmaps. This suggests that a slightly lower likelihood of Navigating the Mentorship Compass: Charting Pathways to Success is associated with a higher impact of mentorship on professional and personal development.

Mentorship is a two-way process that is based on mutual respect and trustworthiness. For both mentors and mentees, mentoring is essential to professional and personal success and satisfaction. However, challenges faced during mentorship must be examined thoroughly, and efforts should be made to evaluate methods for productive mentoring relationships and to apply various approaches for successful mentoring relationships via further study.

Ethics approval and consent to participate: The ethical approval was obtained from HBS Medical and Dental College Research Board and Ethical Review Committee wide reference number EC 06/20/09/2022. Informed written consent was obtained from all the participants of the study.

Consent for publication: Informed consent was obtained from the participants

Availability of data and materials: The datasets used and/or analysed during the current study available from the corresponding author on reasonable request.

Competing interests: None declared

Funding: Self funded

Authors' contributions: Conception OR design of the work : SA, SESS, KKG, OK. Acquisition, analysis, OR interpretation of data: MS, AB, AQD, AI, MRM. Drafted the work or substantively revised it: MRM, OK, MS. Approved the submitted version: SA, KKG, MS, AB, AQD, OK, AI, MRM and SESS.

Data Availability

The datasets used and/or analysed during the current study available from the corresponding author on reasonable request.

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No competing interests reported.

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Mentorship Matters”: A Comprehensive Exploration of Student Perspectives in Medical and Dental Training

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Abstract

Introduction

Material & Methods

Results

Discussion

Impact of Mentoring on Professional and Personal Development

Navigating the mentorship compass: charting pathways to success

Mentorship Satisfaction and Support

Conclusion

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