Faculty prefer clear guidelines and individual interactions in a mentorship program
Year: 2025
Type: article
Study design: Observational Study
Abstract: Objective: To assess the thoughts and feelings of faculty regarding a new mentoring program. Methods: An online survey was developed and sent to faculty members through institutional email at the beginning (September) and end of the school year (May) of initiation of a faculty-student mentorship program. Results: In September and May, faculty felt confident in their ability to provide mentorship for students. Faculty believe that individual meetings are more effective than group meetings for mentoring students. Conclusions: Overall, faculty confidence in mentoring increased over time, but there were concerns about the program's structure, engagement, and effectiveness. Faculty valued individual mentoring more than group mentoring and expressed the need for better administrative support and clearer guidelines. Clinical Relevance: Providing faculty with clear objectives and practical guidance may improve faculty confidence, engagement, and feelings of efficacy in veterinary student mentoring programs. Effective mentoring can lead to better-prepared graduates who are more confident, skilled, and capable of handling the complexities of their future clinical roles. This, in turn, can improve patient care and outcomes.
Authors: Jennifer H. Koziol, Sarah A. Wagner
Institution: Texas Tech University
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
Funder: Texas Tech University
OpenAlex ID: W4415659419
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