title: Where do medical students turn? The role of the assigned mentor in the fabric of support during medical school.
abstract: BACKGROUND
  The University of Washington School of Medicine implemented an assigned mentoring program in 2002. The College Mentors are assigned at matriculation, advise students throughout medical school, and teach and evaluate students in the 2nd-year Introduction to Clinical Medicine course.
  
  
  OBJECTIVE
  The purpose of the study was to determine from whom students report they would seek advice and support for academic, professional, personal, and research issues.
  
  
  METHODS
  A cross-sectional cohort survey asking students whom they would first contact about academic, personal, professional, and research issues was administered to three cohorts of students in 2007.
  
  
  RESULTS
  Students reported that they would contact their College Mentor first for general academic progress (49.6%), personal issues (36.2%), and professional issues (64.1%) but not for research issues.
  
  
  CONCLUSIONS
  Students identified their College Mentor as a primary contact for academic, professional, and personal issues, suggesting that neither the mentors' assigned status or evaluator role were barriers to the mentoring relationship.
authors.affiliation: Department of Obstetrics and Gynecology, University of Washington School of Medicine, Seattle, Washington 98195-6460, USA. aamies@u.washington.edu
authors.forename: Anne-Marie Amies
authors.initials: AM
authors.lastname: Oelschlager
authors.forename: Sherilyn
authors.initials: S
authors.lastname: Smith
authors.forename: Glen
authors.initials: G
authors.lastname: Tamura
authors.forename: Jan
authors.initials: J
authors.lastname: Carline
authors.forename: Sharon
authors.initials: S
authors.lastname: Dobie
mesh_terms: D003430:Cross-Sectional Studies; D005260:Female; D006801:Humans; D008297:Male; D008611:Mentors; D024382:Professional Role; D012577:Schools, Medical; D013337:Students, Medical; D014861:Washington