Although mentoring has been regarded as an essential component
in the developmental phase of medical students, it is the nature of
hierarchical relationship and the quality of emotional exchange
which determine its sustainability. With great enthusiasm, we
had launched our mentoring program for the new entrants of our
medical school. After an initial faculty development workshop
on mentoring, we framed our guidelines for implementing the
program. To measure the relationship satisfaction on both sides
and self-efficacy, we used relationship satisfaction scales. As the
winds offered us the beginner’s fortune, our program went on
well for the first six months.
Slowly, the colour of the mentorship program began to fade.
Students began to find excuses for not meeting their mentors
and the sessions truncated into a “hay- how do you do – bye”
meetings. Through this commentary, we would like to introspect
the factors which would have dampened the interest. Would
it be the asynchronous agency support or lack of motivation /
self-efficacy or roadblocks in Communication Bridge or lack
of adequate matching or lack of need? The outcomes of our
introspection would be of help for others who run the mentorship
programs or who wish to install in their own institutes.