Abstracts
Abstract
Introduction: Near peer mentorship (NPM) programs can help support medical students’ well-being. Most studies, however, have not accounted for students’ underlying motives to mentor, nor focused on clinical skills development and teaching. These limitations represent opportunities to better understand what motivates medical student mentors, and how to support their autonomous motivation, clinical development, and well-being.
Methods: Informed by self-determination theory (SDT), we collected data from a group of medical student mentors involved in a NPM program at the University of Saskatchewan called PULSE. We then used correlation and regression to assess the relationship between students’ autonomous motivation towards mentoring, perceived competence in teaching the clinical material, and psychological well-being.
Results: In line with our hypotheses, autonomous motivation towards mentoring (identified motivation in particular) was associated with higher perceived competence in clinical teaching, which in turn was associated with greater psychological well-being.
Conclusions: Why medical students choose to mentor in NPM programs appears to have important implications for their clinical confidence and overall well-being. Findings are discussed in terms of designing NPM programs that support student growth and wellness in Canadian medical education.
Résumé
Introduction : Les programmes de mentorat par les pairs peuvent contribuer au bien-être des étudiants en médecine. Cependant, la plupart des études n'ont pas pris en compte les motivations sous-jacentes des étudiants à devenir mentor, ni ne se sont concentrées sur le développement des compétences cliniques et l'enseignement. Ces limites ouvrent des perspectives pour mieux comprendre ce qui motive les étudiants en médecine mentors, et comment soutenir leur motivation autonome, leur développement clinique et leur bien-être.
Méthodes : En nous appuyant sur la théorie de l'autodétermination, nous avons recueilli des données auprès d'un groupe d'étudiants en médecine mentors participant à un programme de mentorat par les pairs à l'Université de la Saskatchewan appelé PULSE. Nous avons ensuite eu recours à la corrélation et la régression pour évaluer la relation entre la motivation autonome des étudiants envers le mentorat, leur perception de leur compétence dans l'enseignement clinique et leur bien-être psychologique.
Résultats : Conformément à nos hypothèses, la motivation autonome envers le mentorat (la motivation identifiée en particulier) a été associée à une plus grande compétence perçue dans l'enseignement clinique, qui à son tour a été associée à un plus grand bien-être psychologique.
Conclusions : Les raisons pour lesquelles les étudiants en médecine choisissent d'être mentors dans les programmes de mentorat par les pairs semblent avoir des implications importantes pour leur confiance en clinique et leur bien-être général. Les résultats sont discutés en termes de conception de programmes de mentorat par les pairs qui soutiennent la progression et le bien-être des étudiants dans le secteur de l’enseignement de la médecine au Canada.
Appendices
Bibliography
- Bartlett J, Fowler K. Beyond the curriculum: a cross-sectional study of medical student psychological distress, and health care needs, practices and barriers. Soc Psychiatry Psychiatr Epidemiol 2020 Sep 1;55(9):1215-21. https://doi.org/10.1007/s00127-019-01771-1
- Maser B, Danilewitz M, Guérin E, Findlay L, Frank E. Medical student psychological distress and mental illness relative to the general population: a Canadian cross-sectional survey. Acad Med. 2019;94(11):1781-91. https://doi.org/10.1097/ACM.0000000000002958
- Dyrbye LN, Thomas MR, Shanafelt TD. Systematic review of depression, anxiety, and other indicators of psychological distress among U.S. and Canadian medical students. Acad Med. 2006;81(4):354-73. https://doi.org/10.1097/00001888-200604000-00009
- Bulte C, Betts A, Garner K, Durning S. Student teaching: views of student near-peer teachers and learners. Med Teach. 2007 Jul;29(6):583-90. https://doi.org/10.1080/01421590701583824
- Khapre M, Deol R, Sharma A, Badyal D. Near-peer tutor: a solution for quality medical education in faculty constraint setting. Cureus. 2021 Jul 16 ;13(7). https://doi.org/10.7759/cureus.16416
- Akinla O, Hagan P, Atiomo W. A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical students. BMC Med Educ. 2018 May 8 ;18(1). https://doi.org/10.1186/s12909-018-1195-1
- Loda T, Erschens R, Loenneker H, et al. Cognitive and social congruence in peer-assisted learning - a scoping review. PLoS One. 2019 Sep 1 ;14(9). https://doi.org/10.1371/journal.pone.0222224
- Lockspeiser TM, O'Sullivan P, Teherani A, Muller J. Understanding the experience of being taught by peers: the value of social and cognitive congruence. Adv Health Sci Educ Theory Pract. 2008 Aug ;13(3):361-72. https://doi.org/10.1007/s10459-006-9049-8
- Silbert BI, Lake FR. Peer-assisted learning in teaching clinical examination to junior medical students. Med Teach. 2012 May ;34(5):392-7. https://doi.org/10.3109/0142159X.2012.668240
- Singh S, Singh N, Dhaliwal U. Near-peer mentoring to complement faculty mentoring of first-year medical students in India. J Educ Eval Health Prof. 2014 Jun 30 ; 11:12. https://doi.org/10.3352/jeehp.2014.11.12
- Saiful M, Yusoff B, Fuad A, et al. Evaluation of medical students' perception towards the BigSib Programme in the evaluation of medical students' perception towards the BigSib Programme in the school of medical sciences, USM. USM, Educ Med J. 2010;2(1):2-11. https://doi.org/10.5959/eimj.v2i1.71
- Abdolalizadeh P, Pourhassan S, Gandomkar R, Heidari F, Sohrabpour AA. Dual peer mentoring program for undergraduate medical students: exploring the perceptions of mentors and mentees. Med J Islam Repub Iran. 2017 Jan 1;31(1):2-6. https://doi.org/10.18869/mjiri.31.2
- Neufeld A, Huschi Z, Ames A, Trinder K, Malin G, McKague M. Peers united in leadership & skills enhancement: a near-peer mentoring program for medical students. Can Med Educ J. 2020 Aug 11 ;11(6):e145. https://doi.org/10.36834/cmej.69920
- Neufeld A, Hughton B, Muhammadzai J, McKague M, Malin G. Towards a better understanding of medical students' mentorship needs: a self-determination theory perspective. Can Med Educ J. 2021 Aug 19;12(6). https://doi.org/10.36834/cmej.71857
- Deci EL, Ryan RM. Self-determination theory: a macrotheory of human motivation, development, and health. Can Psychol. 2008 Aug;49(3):182-5. https://doi.org/10.1037/a0012801
- Frane JW. Some simple procedures for handling missing data in multivariate analysis. Psychometrika. 1976;41(3). https://doi.org/10.1007/BF02293565
- Sheldon KM, Osin EN, Gordeeva TO, Suchkov DD, Sychev OA. Evaluating the dimensionality of self-determination theory's relative autonomy continuum. Pers Soc Psychol Bull. 2017; https://doi.org/10.1177/0146167217711915
- Ryan RM, Connell JP. The self-regulation questionnaires scale description. J Pers Soc Psychol. 1989;
- Neufeld A, Babenko O, Lai H, Svrcek C, Malin G. Teaching and learning in medicine why do we feel like intellectual frauds? A self-determination theory perspective on the impostor phenomenon in medical students why do we feel like intellectual frauds? Teach Learn Med. 2022; https://doi.org/10.1080/10401334.2022.2056741
- Williams GC, Deci EL. Internalization of biopsychosocial values by medical students: a test of self-determination theory. J Pers Soc Psychol. 1996;70(4):767-79. https://doi.org/10.1037/0022-3514.70.4.767
- Schultz PP, Ryan RM, Niemiec CP, Legate N, Williams GC. Mindfulness, Work Climate, and Psychological Need Satisfaction in Employee Well-being. Mindfulness (N Y). 2015; https://doi.org/10.1007/s12671-014-0338-7
- Diener E, Wirtz D, Tov W, et al. New well-being measures: short scales to assess flourishing and positive and negative feelings. Soc Indic Res. 2010;97(2). https://doi.org/10.1007/s11205-009-9493-y
- Schotanus-Dijkstra M, ten Klooster PM, Drossaert CHC, et al. Validation of the flourishing scale in a sample of people with suboptimal levels of mental well-being. BMC Psychol. 2016 Mar 17;4(1):1-10. https://doi.org/10.1186/s40359-016-0116-5
- Schutte T, Tichelaar J, Dekker RS, et al. Motivation and competence of participants in a learner-centered student-run clinic: an exploratory pilot study. BMC Med Educ. 2017 Jan 25;17(1):1-13. https://doi.org/10.1186/s12909-017-0856-9
- Froiland JM, Oros E. Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement. Educ Psychol (Lond). 2014 Feb;34(2):119-32. https://doi.org/10.1080/01443410.2013.822964
- Neufeld A, Malin G. Exploring the relationship between medical student basic psychological need satisfaction, resilience, and well-being: a quantitative study. BMC Med Educ. 2019 Nov 5;19(1):1-8. https://doi.org/10.1186/s12909-019-1847-9
- Shmon T, Nair R, Neufeld A. Taking the PULSE mentorship program "virtual": reflections by the program coordinators. Can Med Educ J. 2023 Nov 29. https://doi.org/10.36834/cmej.75896