Document Type : Letter to Editor
Authors
- SULMAZ GHAHRAMANI 1
- FATEMEH SEDDIGH 2
- ALI REZA TORABI JAHROMI 2
- AAZAM KHANDEL 2
- PARISA NEMATOLLAHI 2
- ZAHRA HASHEMPOOR 2
- AMIRALI RASTEGAR KAZEROONI 2
1 Health Policy Research Center, Institute of Health, Shiraz University of Medical Sciences, Shiraz, Iran;
2 Shiraz University of Medical Sciences, Shiraz, Iran
Abstract
Mentoring involves two-way communication, learning and progress. Students participating in this process receive guidance from senior students and professors on how to deal with challenges more effectively and yield suitable methods as to progress. Shiraz University of Medical Sciences (SUMS) is one of the leading universities in the field of Mentoring. The main objectives of the Mentoring program include: providing educational and emotional support for mentees. Considering the successes of the Mentoring program in Shiraz University of Medical Sciences over the past three years, we have decided to account of some of the activities carried out by Mentoring teams of this university briefly and share this experience with the other Medical schools, through this short report.
P, Khalili R, et al. Designing a system of mentorship
in Shiraz University of Medical Sciences. JAMP.
2017;5(2):49-50.
2. Bulte C, Betts A, Garner K, Durning S. Student teaching:
views of student near-peer teachers and learners.
Med Teach. 2007;29(6):583-90.
3. Singh S, Singh N, Dhaliwal U. Near-peer mentoring
to complement faculty mentoring of first-year medical
students in India. Journal of educational evaluation for
health professions. 2014;4:11.
4. Dyrbye LN, Thomas MR, Shanafelt TD, editors.
Medical student distress: causes, consequences, and
proposed solutions. Mayo Clinic Proceedings. USA:
Elsevier; 2005.
5. Terrion JL, Philion R. The electronic journal as reflection-
on-action: a qualitative analysis of communication
and learning in a peer-mentoring program. Studies in
Higher Education. 2008;33(5):583-97.
6. Coates WC, Crooks K, Slavin SJ, Guiton G, Wilkerson
L. Medical school curricular reform: fourth-year colleges
improve access to career mentoring and overall
satisfaction. Acad Med. 2008;83(8):754-60.
7. Moffat KJ, McConnachie A, Ross S, Morrison JM.
First year medical student stress and coping in a problem-
based learning medical curriculum. Med Educ.
2004;38(5):482-91.
8. Files JA, Blair JE, Mayer AP, Ko MG. Facilitated peer
mentorship: a pilot program for academic advancement
of female medical faculty. Journal of women’s health.
2008;17(6):1009-15.
9. Garringer M, Jucovy L. Building relationships: A guide
for new mentors. Washington, DC: Hamilton Fish
Institute on Community and School Violence; 2008.
10. Thawani R. A Guide to Mentoring Medical Students
Medical Education Unit, UCMS and GTB Hospital.
India: University of Delhi; 2010.
11. Mohamadi E, Amini M, Moadab N, Jafari MM, Farjpour
A. Faculty Member’s Viewpoints about the
Characteristics of an Ideal Mentor, Shiraz University
of Medical Sciences, 2013. IJVLMS. 2015; 6(2): 20-5.
)