Wright Bradley C, Schadler Aric D, Swanson Hollie I
Pharmacology and Nutritional Sciences, University of Kentucky, Lexington, KY, USA.
Pediatrics, University of Kentucky, Lexington, KY, USA.
J Med Educ Curric Dev. 2022 Apr 28;9:23821205221096101. doi: 10.1177/23821205221096101. eCollection 2022 Jan-Dec.
To evaluate undergraduate biomedical education student opinions and expectations on mentorship.
A survey was administered to students enrolled in the undergraduate biology, neuroscience and nursing programs at a large public research-intensive university. The survey queried demographics, previous mentorship experiences, ideal qualities of mentors, benefits/value of mentorship and future plans for seeking mentorship. Survey responses were evaluated using either t-test comparisons or one-way ANOVA.
The majority of the respondents were female and were interested in pursuing professional schools (nursing and medicine). Survey results indicate high student interest in receiving mentoring, but few were active participants in a mentoring relationship. Respondents indicated either lack of knowledge or discomfort in identifying a mentor. While faculty mentors versus peer mentors were preferred, respondents indicated that mentoring by either faculty or peers would be of value. Survey results indicate that desired benefits of mentoring included guidance in future education and career decisions, networking and career advice.
The major conclusions are that despite high student interest in being mentored, their participation in mentoring is very low. These finding are supportive of the development of structured mentoring programs to facilitate and enhance mentoring of undergraduate STEM students and aid in their academic career progression.
评估本科生物医学教育专业学生对导师指导的看法和期望。
对一所大型公立研究型大学的本科生物学、神经科学和护理专业的学生进行了一项调查。该调查询问了人口统计学信息、以前的导师指导经历、导师的理想品质、导师指导的益处/价值以及寻求导师指导的未来计划。使用t检验比较或单因素方差分析对调查回复进行评估。
大多数受访者为女性，对进入专业院校（护理和医学）感兴趣。调查结果表明学生对接受导师指导兴趣浓厚，但很少有人积极参与导师指导关系。受访者表示在确定导师方面要么缺乏相关知识，要么感到不自在。虽然更倾向于教师导师而非同伴导师，但受访者表示教师或同伴的指导都有价值。调查结果表明，导师指导的预期益处包括在未来教育和职业决策方面的指导、人脉拓展和职业建议。
主要结论是，尽管学生对接受导师指导兴趣浓厚，但他们参与导师指导的程度非常低。这些发现支持开展结构化的导师指导项目，以促进和加强对本科STEM专业学生的指导，并帮助他们在学术生涯中取得进步。
