Perceptions of mentees and mentors regarding one-to-one mentorship program at a medical college: a cross-sectional study

Abstract

Abstract

Mentorship is an important component of undergraduate medical education, providing academic guidance, professional development, and psychosocial support. One-to-one mentorship programmes facilitate individualized mentor–mentee relationships; however, their effectiveness depends on participant perceptions and programme implementation. This study aimed to evaluate the perceptions of mentees and mentors regarding an ongoing one-to-one mentorship program in a medical college. A cross-sectional mixed-methods study was conducted among undergraduate medical students enrolled in an institutional one-to-one mentorship program and faculty mentors with experience mentoring at least one batch of students within the previous five years. A total of 418 mentees and 68 mentors completed validated semi-structured questionnaires, yielding response rates of 69.7% and 94.4%, respectively. The questionnaires explored perceptions of the mentorship program - preferred mentoring methods, strengths, limitations, and suggestions for improvement. Quantitative data were analysed using descriptive statistics and Chi-square tests, while qualitative responses were analysed using thematic analysis. Among mentees, 89.7% perceived that the mentorship program improved their confidence and competence, while 84.4% reported improved academic performance. Most mentees preferred being given an opportunity to choose their mentors (93.3%) and favoured mentors associated with their current phase of study or subject area (83.0%). Among mentors, 86.7% believed that mentorship enhanced students’ confidence and competence, and 83.8% perceived that mentorship helped reduce student burnout. One-to-one mentoring emerged, as the most preferred mentoring model among both mentees (65.6%) and mentors (73.5%). Significant associations were observed between mentoring preferences and students’ gender and phase of MBBS training, while mentors’ years of teaching experience influenced perceptions regarding mentorship outcomes. Qualitative analysis identified individualized guidance, academic support, communication, emotional support, and confidence building as major strengths, whereas limited interaction frequency and variable student engagement were identified as important challenges. Both mentees and mentors perceived the one-to-one mentorship programme positively, particularly regarding its contributions to academic development, confidence building, and student well-being. Enhancing mentor training, increasing the frequency of mentor–mentee interactions, and incorporating greater flexibility in mentor allocation and phase-specific mentoring support may further strengthen programme effectiveness and improve educational outcomes.