The Perceptions and Experiences of Medical Faculty on the Undergraduate Mentoring System

Background and aims Mentoring programs for medical students in medical institutions are essential for the benefit of both mentors and mentees. The present study aimed to explore the perceptions and experiences of medical faculty regarding the effectiveness and challenges of the undergraduate mentoring system in medical education. Materials and methods A descriptive cross-sectional questionnaire-based study was conducted among 122 medical faculty members. Data were collected using a structured questionnaire consisting of 20 questions via Google Forms (Google, Mountain View, California) through e-mail and WhatsApp. The collected data were expressed as frequencies and proportions. Results Among 122 respondents, the percentage of female and male faculty members were 54.1% and 45.9%, respectively. The majority of respondents (78.7%) do not receive formal training for mentoring, highlighting a potential area for improvement in the program. Most respondents (67.2%) felt comfortable or very comfortable addressing personal issues, indicating a positive environment for personal discussions. Of the medical faculty, 77.9% felt that the mentorship program contributes to personal development, while 84.4% of medical faculty members believe the program helps academic development. Institutional support for the mentoring program has been perceived as good by 68.9% of medical faculty members. Conclusion This study concludes that enhancing the undergraduate mentoring system in medical education necessitates a collaborative effort from faculty, administration, and students. By acknowledging and addressing the challenges identified in this study, medical colleges can create a more robust mentoring framework that not only supports faculty development but also enriches the educational journey of medical students.