Mentorship matters: a survey-based qualitative analysis of preclinical medical student perspectives on the mentor-mentee programme, International Islamic University Malaysia

• Main Authors: Ismawi, Hidayatul Radziah, Abdul Ghani, Azril Shahreez, Wan Omar, Wan Fatein Nabeila, Wan Salleh, Wan Muhamad Salahudin, Mustapar, Nurulhasanah
• Format: Article
• Language: English
• Published: Faculty of Medicine, UKM 2024
• Subjects: L Education (General); LC Special aspects of education; R Medicine (General)
• Online Access: http://irep.iium.edu.my/114907/1/114907_Mentorship%20matters.pdf; http://irep.iium.edu.my/114907/; https://www.medicineandhealthukm.com/toc/19/5%20%28suppl%29
• Institution: Universiti Islam Antarabangsa Malaysia

Introduction: The mentor-mentee programme at the Kulliyyah of Medicine, International Islamic University Malaysia (KOM, IIUM) facilitates academic, professional, and personal development in students through guided interaction with lecturers. The programme comprises 67 groups, each with 4-5 students and a lecturer as the mentor, mandating one meeting every 10 weeks to discuss academic and non-academic issues. This study investigates pre-clinical medical students’ experiences with the programme. Methodology: This cross-sectional study surveyed all programme participants using a questionnaire that included two 5-point Likert scale questions (ranging from “strongly disagree” to “strongly agree”) and five open-ended questions. The open-ended questions explored overall experiences, specific positive and negative experiences, contributions to development, challenges in mentor interactions, and suggestions for improvement. Descriptive statistics were used to analyse the quantitative data, and thematic synthesis was applied to the qualitative with consensus reached among the research team. Results: A total of 83 students (35% male, 65% female) from 65 out of the 67 groups responded, yielding a response rate of 97.0%. Regarding programme satisfaction, the mean score was 4.74 + 0.74 (95% CI: 4.58, 4.89), and the mean score for perceived helpfulness was 4.69 + 0.81 (95% CI: 4.51, 4.86). Thematic synthesis revealed four categories: benefits of sessions, characteristics of effective sessions, challenges, and suggestions for improvement. Personal development was most frequently mentioned, followed by academic and professional. Students emphasised comfort, confidence, well-being, peer support, mental health, and spiritual guidance. Academic and professional development included encouragement, feedback, study techniques, and ethical guidance. Conclusion: The participants rated the programme highly favourable and found it to be very helpful. They described the programme as beneficial for academic, personal, and professional development. Recommendations include more frequent meetings, better mentor training, and improved communication channels. This study highlights the impact of mentor-mentee programme’s at KOM, IIUM, providing valuable feedback for future improvement.