Mat Nor Zarawi M, Yusoff Saiful Bahri M, Abdul Rahim Fuad A
Department of Medical Education, School of Medical Sciences, Universiti Sains Malaysia, Health Campus, Kota Bharu, Malaysia.
J Taibah Univ Med Sci. 2017 Feb 23;12(4):343-348. doi: 10.1016/j.jtumed.2017.01.003. eCollection 2017 Aug.
Mentoring programmes are important elements of the personal and professional development of medical students. Mentors must focus on the real issues that students face during the mentoring process. This study explores the need for mentoring programmes for first-year medical students at the Universiti Sains, Malaysia (USM).
A qualitative case study was conducted with medical students who were in the early phases of their training. Purposive sampling was employed to select the study participants. Data collection was carried out using semi-structured interviews. The interviews were recorded and transcribed verbatim, and they were later analysed using NVivo 10 software and employing open coding, axial coding and selective coding techniques. Nine medical students participated in the study. To ensure trustworthiness of the data, member checks, an audit trail, the Cohen kappa index, and peer checking were utilized.
Based on thematic analysis, four themes and seven categories were identified. Themes include soft skills, an academic overview, social skills and motivation from mentors. Categories include time management, study skills, communication skills, social adjustment, social activities, moral support and personal support.
Results indicate that mentoring is essential to medical students in developing their identity and professional maturity. The effectiveness of the mentoring programme is supported by several factors that, as a whole, lead to the development of a professional graduate.
指导计划是医学生个人和职业发展的重要组成部分。导师必须关注学生在指导过程中面临的实际问题。本研究探讨了马来西亚理科大学（USM）为一年级医学生开展指导计划的必要性。
对处于培训初期的医学生进行了定性案例研究。采用目的抽样法选择研究参与者。使用半结构化访谈进行数据收集。访谈进行了录音并逐字转录，随后使用NVivo 10软件并采用开放编码、轴心编码和选择性编码技术进行分析。九名医学生参与了该研究。为确保数据的可信度，采用了成员核对、审计跟踪、科恩kappa指数和同行核对。
基于主题分析，确定了四个主题和七个类别。主题包括软技能、学术概况、社交技能和来自导师的激励。类别包括时间管理、学习技能、沟通技能、社会适应、社交活动、精神支持和个人支持。
结果表明，指导对于医学生形成自我认同和职业成熟度至关重要。指导计划的有效性得到了几个因素的支持，这些因素总体上有助于培养专业毕业生。
