Being a mentor for undergraduate medical students enhances personal and professional development.
BACKGROUND
There is increasing evidence of the positive effects of mentoring in medical undergraduate programmes, but as far as we know, no studies on the effects for the mentors have yet been described in the field of medicine.


OBJECTIVE
This study aims to evaluate an undergraduate mentor programme from the mentors' perspective, focusing particularly on the effect of mentorship, the relationships between mentoring and teaching and the mentors' perceived professional and personal development.


METHODS
Data was gathered through a questionnaire to all 83 mentors (response rate 75%) and semi-structured interviews with a representative sample of 10 mentors.


RESULTS
Findings show, for example, that a majority of respondents developed their teaching as a result of their mentorship and improved their relations with students. Most respondents also claimed that being a mentor led to an increased interest in teaching and increased reflections regarding their own values and work practices.


CONCLUSIONS
Being a mentor was perceived as rewarding and may lead to both personal and professional development.
Stenfors-Hayes
Terese
T
Centre for Medical Education (CME), Department of Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet, Stockholm, Sweden. terese.stenfors-hayes@ki.se
Kalén
Susanne
S
Hult
Håkan
H
Dahlgren
Lars Owe
LO
Hindbeck
Hans
H
Ponzer
Sari
S
D003142:Communication; D003258:Consumer Behavior; D006801:Humans; D008611:Mentors / Q000523:psychology*; D010819:Physician's Role; D013337:Students, Medical; D013663:Teaching