Insights into the Value of Student/Student Mentoring from the Mentor's Perspective.

OBJECTIVE: Determine and describe the impact of student/student mentoring (SSM) on the senior medical student mentor involved in a formal SSM program. METHOD: 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. RESULTS: 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. CONCLUSIONS: 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.

Duke Scholars

Author Sarah K. Dotters-Katz Obstetrics and Gynecology, Maternal Fetal Medicine