Roche Rosellen, Manzi Joel, Kruithoff Bradley C
Department of Primary Care, Ohio University College of Osteopathic Medicine, Cleveland, Ohio, USA.
Health Equity. 2021 Jan 11;5(1):1-7. doi: 10.1089/heq.2020.0060. eCollection 2021.
at Ohio University Heritage College of Osteopathic Medicine serves to introduce underrepresented minority (URM) high-school students to careers in health care as well as introducing URM high-school students to medical student mentors. Each month, medical students and their student mentees connect through a variety of activities on the medical college campus. While the program has significant benefit for the mentees, it also provides professional development opportunities for the medical students as mentors. Many researchers have written on the value of mentored relationships between medical students and established physicians; however, exploring the benefits of medical student mentorship has yet to be discussed in the literature. The primary objectives of this study are to understand medical student perceptions of being a mentor and describe the contributions to their medical education. Semistructured interviews were conducted with student mentors regarding their experiences serving in this program. These interviews were inductively coded for significant ideas, themes, and patterns. A series of 12 research interviews were conducted with medical students who have participated in program for at least three semesters. Major themes that emerged from the analysis include the following: the importance of guidance in medicine through person-to-person mentoring, and identification of future career aspirations. Medical student mentors found this program to be a valuable addition to their educational experience. Mentoring URM high-school students offers pre-clinical medical students the opportunity to connect with their community and envision themselves serving as physicians in underresourced communities. Simultaneously, it provides a meaningful way of paying-it-forward during their education. Further studies can be done to track the outcomes of the medical students with respect to their designations stated while participating in this program, the role of mentorship on professional identity development, and possible effects on preventing/mitigating burnout.
俄亥俄大学传统骨病医学院的项目旨在向代表性不足的少数族裔（URM）高中生介绍医疗保健领域的职业，并为他们引入医学生导师。每月，医学生及其学生 mentees 通过医学院校园内的各种活动建立联系。虽然该项目对 mentees 有显著益处，但它也为作为导师的医学生提供了职业发展机会。许多研究人员都写过医学生与资深医生之间的师徒关系的价值；然而，探讨医学生导师制的益处尚未在文献中得到讨论。本研究的主要目的是了解医学生对成为导师的看法，并描述其对医学教育的贡献。对学生导师就他们参与该项目的经历进行了半结构化访谈。这些访谈针对重要观点、主题和模式进行了归纳编码。对至少参加了三个学期该项目的医学生进行了一系列 12 次研究访谈。分析中出现的主要主题包括：通过一对一指导在医学中指导的重要性，以及确定未来的职业抱负。医学生导师发现这个项目是他们教育经历中的一个有价值的补充。指导 URM 高中生为临床前医学生提供了与社区建立联系的机会，并让他们设想自己在资源匮乏的社区担任医生。同时，这也为他们在教育过程中提供了一种有意义的回馈方式。可以进行进一步的研究，以追踪医学生在参与该项目时所表明的目标的成果、导师制在职业身份发展中的作用，以及对预防/减轻职业倦怠的可能影响。
