Department of Orthopaedic Surgery, Tulane University School of Medicine, New Orleans, Louisiana.
Department of Orthopaedic Surgery, Tulane University School of Medicine, New Orleans, Louisiana.
J Surg Educ. 2023 May;80(5):697-705. doi: 10.1016/j.jsurg.2023.02.007. Epub 2023 Mar 6.
Mentorship is an important aspect of medical education in providing students guidance and connections to new opportunities, ultimately leading to increased productivity and career satisfaction. The purpose of this study was to design and implement a formal mentoring program between medical students participating in their orthopedic surgery rotation and orthopedic residents to determine if this relationship improved students' experiences during their rotation compared to students who were not mentored.
Third- and fourth-year medical students rotating in orthopedic surgery and PGY2-PGY5 orthopedic residents at one institution were eligible to participate in a voluntary mentoring program between the months of July and February during 2016 to 2019. Students were either randomly paired with a resident mentor (experimental group) or not (unmentored control group). Anonymous surveys were distributed to participants at weeks 1 and 4 of their rotation. There were no minimum number of meetings required between mentors and mentees.
Twenty-seven students (18 mentored, 9 unmentored) and 12 residents completed surveys during week 1. Fifteen students (11 mentored, 4 unmentored) and 8 residents completed surveys during week 4. While both mentored and unmentored students experienced an increase in enjoyment, satisfaction, and level of comfort at week 4 compared to week 1, the unmentored group demonstrated a greater overall increase. However, from the perspective of the residents, excitement for the mentoring program and the perceived value of mentoring decreased and 1 (12.5%) resident felt that it detracted from their clinical responsibilities.
While formal mentoring enhanced the experience of medical students on orthopedic surgery rotations, it did not substantially improve medical student perceptions when compared to students who did not receive formal mentoring. The greater satisfaction and enjoyment observed in the unmentored group may be explained by informal mentoring that naturally occurs among students and residents with similar interests and goals.
指导是医学教育的一个重要方面，它为学生提供指导和新机会的联系，最终提高生产力和职业满意度。本研究的目的是设计并实施一项医学生在骨科轮转期间与骨科住院医师之间的正式指导计划，以确定这种关系是否会改善学生在轮转期间的体验，与没有接受指导的学生相比。
在 2016 年至 2019 年期间，一家机构的第三和第四年医学生在骨科轮转和 PGY2-PGY5 骨科住院医师有资格参加自愿指导计划。学生随机与住院医师导师配对（实验组）或不配对（未指导对照组）。在轮转的第 1 周和第 4 周向参与者分发匿名调查。导师和学员之间没有规定最低会议次数。
在第 1 周，27 名学生（18 名有指导，9 名无指导）和 12 名住院医师完成了调查。在第 4 周，15 名学生（11 名有指导，4 名无指导）和 8 名住院医师完成了调查。虽然有指导和无指导的学生在第 4 周的享受、满意度和舒适度都比第 1 周有所增加，但无指导组的总体增加幅度更大。然而，从住院医师的角度来看，他们对指导计划的热情和指导的感知价值下降了，有 1 名（12.5%）住院医师认为这会影响他们的临床职责。
虽然正式指导增强了医学生在骨科轮转期间的体验，但与未接受正式指导的学生相比，并没有显著改善医学生的看法。在未接受指导的组中观察到的更大满意度和享受可能是由于具有相似兴趣和目标的学生和住院医师之间自然发生的非正式指导。
