EVALUATING THE IMPACT OF MENTORSHIP PROGRAMS ON MEDICAL STUDENTS: A COMPARATIVE ANALYSIS OF SELF-PERCEIVED AND ACTUAL EFFECTIVENESS

Abstract

Background: Mentoring plays a pivotal role in the academic and professional development of healthcare students. It enhances knowledge acquisition, fosters academic motivation, and improves self-efficacy. Although formal mentoring programs have been widely recognized in medical education globally, there is limited evidence assessing their perceived versus actual impact in dental institutions, particularly in developing regions. Understanding how mentoring influences student outcomes is crucial for shaping effective educational strategies and promoting lifelong learning among future dental professionals.

Objective: To compare the self-perceived effectiveness of mentoring with the actual impact on academic performance among first-year Bachelor of Dental Surgery (BDS) students.

Methods: This prospective mixed-method study was conducted at the Dental Institute of Liaquat University of Medical and Health Sciences, Jamshoro, from February 2024 to August 2024. All first-year BDS students (n = 100) were included through purposive sampling. Data collection involved a two-part instrument: a pre-structured questionnaire for demographic and academic data and open-ended questions exploring perceptions of mentoring. Students were randomly divided into 10 groups, each assigned a mentor, and participated in scheduled mentoring sessions every 15 days over three months. Baseline academic scores were compared to post-mentoring module scores. Quantitative data were analyzed using SPSS version 22, applying paired t-tests to assess statistical significance, while thematic analysis was used for qualitative responses.

Results: The mean age of participants was 18.72 ± 0.74 years, with 35% males and 65% females. Mean baseline module scores were 69.52 ± 15.06, increasing to 72.26 ± 13.08 following the mentorship intervention, with a statistically significant mean difference of 2.74 (p = 0.001). Thematic analysis revealed key themes: enhanced understanding of subject matter and improved academic self-efficacy, including better stress management and academic motivation.

Conclusion: Mentorship significantly enhanced students’ academic performance, subject comprehension, and self-confidence. Students who perceived mentoring as highly effective achieved better academic results. Further large-scale, multi-institutional studies are recommended to validate these findings and optimize mentoring frameworks in dental education.