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The benefits, barriers and facilitators of mentoring programs for first‐year doctors: A systematic review.

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Title: The benefits, barriers and facilitators of mentoring programs for first‐year doctors: A systematic review.
Authors: Winderbaum, Joelle, Coventry, Linda L.
Source: Medical Education. Jun2024, Vol. 58 Issue 6, p687-696. 10p.
Subjects: Job stress prevention, Mental illness prevention, Psychology of physicians, Human services programs, Psychological burnout, Medical personnel, Mentoring, Professional identity, Systematic reviews, MEDLINE, Job satisfaction, Professional employee training, Transitional programs (Education), Well-being, Vocational guidance
Abstract: Introduction: The transition from medical student to first‐year doctor is notoriously difficult, yielding a high rate of transition failure, burn‐out and mental health deterioration. Doctors in this cohort experience unique challenges during this time, which manifest through performance gaps, issues of professional identity, new occupational pressures, and cultural expectations. Mentoring programs are commonly utilised in the medical profession to foster personal and professional development and improve psychosocial well‐being and career satisfaction. However, there exist no systematic reviews examining the use of mentorship specifically for the first‐year doctor cohort, given the unique transition challenges faced by this vulnerable group. Purpose: Due to their transition difficulties, evaluate the research on mentorship specifically for first‐year doctors, and identify the emerging themes that can inform the benefits to this group, the barriers that impede program implementation and the facilitators that contribute to successful mentorship programs for this cohort. Materials and Methods: The PEO (population, exposure outcome) framework was adopted to develop the research inquiry, after which, a systematic review was conducted, adhering to PRISMA guidelines. The search strategy was conducted with assistance from an experienced university librarian. Screening and selection were completed independently against inclusion/exclusion criteria, by two reviewers. The methodological quality of included studies was assessed using Joanna Briggs critical appraisal instruments. Data sources used included Web of Science Medline, Ebsco Cinahl Plus, Scopus, Web of Science Core Collection and Ovid Journals. Search parameters were restricted to English language and peer‐reviewed; date range was unobstructed up to 26 August 2022. Results: A total of 4137 articles were retrieved, with 13 considered to have met full inclusion criteria. An integrative review synthesis identified three major themes; benefits of mentoring for first‐year doctors, intrinsic and extrinsic barriers to mentoring programs and facilitating factors that improve successful program implementation. Conclusion: First‐year doctors report untenable and highly strenuous working conditions, that result in poor mental health and high attrition rates. Formalised, near‐peer, tier mosaic mentoring programs provide significant psychosocial and career benefits to this cohort specifically, bridge the training gap from medical student to first‐year doctor and ameliorate patterns of intergenerational bullying, hierarchy and emotional inhibition. However, mentorship is inextricably interrelated to societal–cultural considerations of identity. Mentorship alone cannot overcome endemic cultural challenges within medicine without broader systemic change; however, programs are a valuable option towards positive support for first‐year doctors. The authors' review demonstrates that while formalised, near‐peer, tiered mosaic mentorship, creates a critical support network for first‐year doctors, broader systemic and cultural change is required for long‐term, true well‐being. [ABSTRACT FROM AUTHOR]
Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Introduction: The transition from medical student to first‐year doctor is notoriously difficult, yielding a high rate of transition failure, burn‐out and mental health deterioration. Doctors in this cohort experience unique challenges during this time, which manifest through performance gaps, issues of professional identity, new occupational pressures, and cultural expectations. Mentoring programs are commonly utilised in the medical profession to foster personal and professional development and improve psychosocial well‐being and career satisfaction. However, there exist no systematic reviews examining the use of mentorship specifically for the first‐year doctor cohort, given the unique transition challenges faced by this vulnerable group. Purpose: Due to their transition difficulties, evaluate the research on mentorship specifically for first‐year doctors, and identify the emerging themes that can inform the benefits to this group, the barriers that impede program implementation and the facilitators that contribute to successful mentorship programs for this cohort. Materials and Methods: The PEO (population, exposure outcome) framework was adopted to develop the research inquiry, after which, a systematic review was conducted, adhering to PRISMA guidelines. The search strategy was conducted with assistance from an experienced university librarian. Screening and selection were completed independently against inclusion/exclusion criteria, by two reviewers. The methodological quality of included studies was assessed using Joanna Briggs critical appraisal instruments. Data sources used included Web of Science Medline, Ebsco Cinahl Plus, Scopus, Web of Science Core Collection and Ovid Journals. Search parameters were restricted to English language and peer‐reviewed; date range was unobstructed up to 26 August 2022. Results: A total of 4137 articles were retrieved, with 13 considered to have met full inclusion criteria. An integrative review synthesis identified three major themes; benefits of mentoring for first‐year doctors, intrinsic and extrinsic barriers to mentoring programs and facilitating factors that improve successful program implementation. Conclusion: First‐year doctors report untenable and highly strenuous working conditions, that result in poor mental health and high attrition rates. Formalised, near‐peer, tier mosaic mentoring programs provide significant psychosocial and career benefits to this cohort specifically, bridge the training gap from medical student to first‐year doctor and ameliorate patterns of intergenerational bullying, hierarchy and emotional inhibition. However, mentorship is inextricably interrelated to societal–cultural considerations of identity. Mentorship alone cannot overcome endemic cultural challenges within medicine without broader systemic change; however, programs are a valuable option towards positive support for first‐year doctors. The authors' review demonstrates that while formalised, near‐peer, tiered mosaic mentorship, creates a critical support network for first‐year doctors, broader systemic and cultural change is required for long‐term, true well‐being. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=176989235
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        Value: 10.1111/medu.15299
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      – Code: eng
        Text: English
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        PageCount: 10
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    Subjects:
      – SubjectFull: Job stress prevention
        Type: general
      – SubjectFull: Mental illness prevention
        Type: general
      – SubjectFull: Psychology of physicians
        Type: general
      – SubjectFull: Human services programs
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      – SubjectFull: Psychological burnout
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      – SubjectFull: Medical personnel
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      – SubjectFull: Mentoring
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      – SubjectFull: Professional identity
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      – SubjectFull: Systematic reviews
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      – SubjectFull: MEDLINE
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      – SubjectFull: Professional employee training
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      – SubjectFull: Transitional programs (Education)
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      – SubjectFull: Well-being
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      – SubjectFull: Vocational guidance
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      – TitleFull: The benefits, barriers and facilitators of mentoring programs for first‐year doctors: A systematic review.
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              Text: Jun2024
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              Y: 2024
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