Peer Mentoring in Medical Residency Education: A Systematic Review

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dc.contributor.authorPethrick, H.
dc.contributor.authorNowell, L.
dc.contributor.authorOddone-Paolucci, E.A.
dc.contributor.authorLorenzetti, L.
dc.contributor.authorJacobsen, Michele
dc.contributor.authorClancy, T.
dc.contributor.authorLorenzetti, D.L.
dc.date.accessioned2021-04-16T03:01:31Z
dc.date.available2021-04-16T03:01:31Z
dc.date.issued2020-10-11
dc.description.abstractBackground: Medical residents may experience burnout during their training, and a lack of social support. This can impact their overall wellbeing and ability to master key professional competencies. We explored, in this study, the extent to which peer mentorship promotes psychosocial wellbeing and the development of professional competencies in medical residency education. Methods: We searched six databases (MEDLINE, EMBASE, PsycINFO, Academic Research Complete, ERIC, Education Research Complete) for studies on peer mentoring relationships in medical residency. We selected any study where authors reported on outcomes associated with peer mentoring relationships among medical residents. We applied no date, language, or study design limits to this review. Results: We included nine studies in this systematic review. We found that medical residents received essential psychosocial supports from peers, and motivation to develop academic and career competencies. Medical residents in peer-mentoring relationships also reported increased overall satisfaction with their residency training programs. Conclusions: Peer-mentoring relationships can enhance the development of key professional competencies and coping mechanisms in medical residency education. Further rigorous research is needed to examine the comparative benefits of informal and formal peer mentoring, and identify best practices with respect to effective design of peer-mentorship programs.
dc.identifier.citationPethrick, H., Nowell, L., Oddone Paolucci, E., Lorenzetti, L., Jacobsen, M., Clancy, T., & Lorenzetti, D. (2020). Peer mentoring in medical residency education: A systematic review. Canadian Medical Education Journal. doi:10.36834/cmej.68751
dc.identifier.doi10.36834/cmej.68751
dc.identifier.issn1923-1202
dc.identifier.urihttp://hdl.handle.net/1880/113259
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/38750
dc.languageeng
dc.language.isoenen
dc.publisherThe Association of Faculties of Medicine of Canada
dc.publisher.facultyWerklund School of Educationen
dc.publisher.hasversionpublisher pdf,postprint,preprint
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en
dc.rights© 2020 Pethrick, Nowell, Oddone Paolucci, Lorenzetti, Jacobsen, Clancy, Lorenzetti; licensee Synergies Partners
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0
dc.titlePeer Mentoring in Medical Residency Education: A Systematic Review
dc.title.alternativeCanadian Medical Education Journal
dc.typejournal article
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