Fleischman Anna, Plattner Alexander, Lee Jacqueline, Malloy Erin, Dotters-Katz Sarah
Department of Obstetrics and Gynecology, University of North Carolina, Chapel Hill, NC USA.
University of North Carolina School of Medicine, Chapel Hill, NC USA.
Med Sci Educ. 2019 May 28;29(3):691-696. doi: 10.1007/s40670-019-00739-9. eCollection 2019 Sep.
Determine and describe the impact of student/student mentoring (SSM) on the senior medical student mentor involved in a formal SSM program.
An anonymous online survey was administered to fourth-year medical students at the University of North Carolina with questions regarding participation in SSM programs (formal and informal) as well as the impact of these experiences. Responses from fourth-year mentors were compared to non-mentors' answers. Data was analyzed to assess the value of, understand motivations for not participating in, and to describe perceptions regarding SSM.
One hundred seven of 178 students in the fourth-year class completed the survey, a 60% response rate. Forty-two students participated in the formal SSM program, 48 did not have mentors (non-mentors), and 17 were excluded as they participated in informal mentoring programs. There were no differences in gender, age, or matched specialty between mentors and non-mentors. Ninety-five percent of all students agreed that SSM was valuable in a way that was different from student/resident or student/faculty mentoring. Mentors were nearly twice as non-mentors likely to believe that being the mentee in an SSM relationship would be beneficial. In addition, mentors were 4 times more likely to believe that being a mentor in an SSM program was valuable and 83% stated they would mentor again. Lastly, nearly three quarters of mentors felt that this was a worthwhile experience.
Students who served as mentors as part of an SSM program had positive experiences and found it a valuable addition to traditional faculty/student mentoring.
确定并描述学生/学生指导（SSM）对参与正式SSM项目的高年级医学生指导者的影响。
对北卡罗来纳大学的四年级医学生进行了一项匿名在线调查，问题涉及参与SSM项目（正式和非正式）的情况以及这些经历的影响。将四年级指导者的回答与非指导者的回答进行比较。对数据进行分析，以评估SSM的价值、了解不参与的动机并描述对SSM的看法。
四年级班级的178名学生中有107名完成了调查，回复率为60%。42名学生参与了正式的SSM项目，48名没有指导者（非指导者），17名因参与非正式指导项目而被排除。指导者和非指导者在性别、年龄或匹配专业方面没有差异。所有学生中有95%同意SSM以一种不同于学生/住院医师或学生/教师指导的方式具有价值。指导者认为在SSM关系中作为被指导者会有益的可能性几乎是非指导者的两倍。此外，指导者认为在SSM项目中担任指导者有价值的可能性高出4倍，83%的人表示他们会再次担任指导者。最后，近四分之三的指导者认为这是一次有价值的经历。
作为SSM项目一部分担任指导者的学生有积极的经历，并发现这是对传统教师/学生指导的有价值补充。
