Mentorship in Undergraduate Biomedical Education: Identifying Student Opinions and Expectations
Objective To evaluate undergraduate biomedical education student opinions and expectations on mentorship. Methods A survey was administered to students enrolled in the undergraduate biology, neuroscience and nursing programs at a large public research-intensive university. The survey queried demogra...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2022-04-01
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| Series: | Journal of Medical Education and Curricular Development |
| Online Access: | https://doi.org/10.1177/23821205221096101 |
| _version_ | 1818261873905106944 |
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| author | Bradley C. Wright Aric D. Schadler Hollie I. Swanson |
| author_facet | Bradley C. Wright Aric D. Schadler Hollie I. Swanson |
| author_sort | Bradley C. Wright |
| collection | DOAJ |
| description | Objective To evaluate undergraduate biomedical education student opinions and expectations on mentorship. Methods A survey was administered to students enrolled in the undergraduate biology, neuroscience and nursing programs at a large public research-intensive university. The survey queried demographics, previous mentorship experiences, ideal qualities of mentors, benefits/value of mentorship and future plans for seeking mentorship. Survey responses were evaluated using either t-test comparisons or one-way ANOVA. Results The majority of the respondents were female and were interested in pursuing professional schools (nursing and medicine). Survey results indicate high student interest in receiving mentoring, but few were active participants in a mentoring relationship. Respondents indicated either lack of knowledge or discomfort in identifying a mentor. While faculty mentors versus peer mentors were preferred, respondents indicated that mentoring by either faculty or peers would be of value. Survey results indicate that desired benefits of mentoring included guidance in future education and career decisions, networking and career advice. Conclusion The major conclusions are that despite high student interest in being mentored, their participation in mentoring is very low. These finding are supportive of the development of structured mentoring programs to facilitate and enhance mentoring of undergraduate STEM students and aid in their academic career progression. |
| first_indexed | 2024-12-12T18:54:09Z |
| format | Article |
| id | doaj.art-4f49c212ced14758a847e8e443bb1d56 |
| institution | Directory Open Access Journal |
| issn | 2382-1205 |
| language | English |
| last_indexed | 2024-12-12T18:54:09Z |
| publishDate | 2022-04-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | Journal of Medical Education and Curricular Development |
| spelling | doaj.art-4f49c212ced14758a847e8e443bb1d562022-12-22T00:15:17ZengSAGE PublishingJournal of Medical Education and Curricular Development2382-12052022-04-01910.1177/23821205221096101Mentorship in Undergraduate Biomedical Education: Identifying Student Opinions and ExpectationsBradley C. Wright0Aric D. Schadler1Hollie I. Swanson2 Pharmacology and Nutritional Sciences, University of Kentucky, Lexington, KY, USA Pediatrics, University of Kentucky, Lexington, KY, USA Pharmacology and Nutritional Sciences, University of Kentucky, Lexington, KY, USAObjective To evaluate undergraduate biomedical education student opinions and expectations on mentorship. Methods A survey was administered to students enrolled in the undergraduate biology, neuroscience and nursing programs at a large public research-intensive university. The survey queried demographics, previous mentorship experiences, ideal qualities of mentors, benefits/value of mentorship and future plans for seeking mentorship. Survey responses were evaluated using either t-test comparisons or one-way ANOVA. Results The majority of the respondents were female and were interested in pursuing professional schools (nursing and medicine). Survey results indicate high student interest in receiving mentoring, but few were active participants in a mentoring relationship. Respondents indicated either lack of knowledge or discomfort in identifying a mentor. While faculty mentors versus peer mentors were preferred, respondents indicated that mentoring by either faculty or peers would be of value. Survey results indicate that desired benefits of mentoring included guidance in future education and career decisions, networking and career advice. Conclusion The major conclusions are that despite high student interest in being mentored, their participation in mentoring is very low. These finding are supportive of the development of structured mentoring programs to facilitate and enhance mentoring of undergraduate STEM students and aid in their academic career progression.https://doi.org/10.1177/23821205221096101 |
| spellingShingle | Bradley C. Wright Aric D. Schadler Hollie I. Swanson Mentorship in Undergraduate Biomedical Education: Identifying Student Opinions and Expectations Journal of Medical Education and Curricular Development |
| title | Mentorship in Undergraduate Biomedical Education: Identifying Student Opinions and Expectations |
| title_full | Mentorship in Undergraduate Biomedical Education: Identifying Student Opinions and Expectations |
| title_fullStr | Mentorship in Undergraduate Biomedical Education: Identifying Student Opinions and Expectations |
| title_full_unstemmed | Mentorship in Undergraduate Biomedical Education: Identifying Student Opinions and Expectations |
| title_short | Mentorship in Undergraduate Biomedical Education: Identifying Student Opinions and Expectations |
| title_sort | mentorship in undergraduate biomedical education identifying student opinions and expectations |
| url | https://doi.org/10.1177/23821205221096101 |
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