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Table 1 Overview of papers

From: A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical students

  AIM OF STUDY COUNTRY YEAR PROGRAMME STRUCTURE PROGRAMME GOAL STUDY TYPE DATA COLLECTION TOOL STUDY FINDINGS
Abdolalizadeh et al. [24] To explore the perceptions of mentors and mentees of the dual mentoring programme Iran 2017 One-on-one and group mentoring. Mentor:mentee ratio 1:3 To assist the new incoming first-years in settling in, as well as adjusting to the new outcome-based curriculum Descriptive Interviews- qualitative data a) Mentees had positive perceptions of the dual mentoring programme
b) Mentees felt supported in the psychosocial domain
c) Mentees felt supported academically
c) Mentors reported benefits in their personal development
Singh et al. [22] a) To evaluate near-peer mentoring of new medical students
b) To compare faculty mentoring with near-peer mentoring
India 2014 Group mentoring. Near-peer Mentor:mentee ratio 1:3 To facilitate an easy adaptation of the first years into the medical school Descriptive Questionnaire- quantitative and qualitative data obtained a)Mentees met more often with the near-peer mentors than faculty
b)Mentees benefitted academically, socially and emotionally
c)Mentors reported improvements in the affective domain, then cognitive and psychomotor domain
d) Mentors benefitted from being mentored by faculty members
Yusoff et al. [23] To evaluate medical students’ perception and attitudes towards the near-peer mentoring programme Malaysia 2010 Group mentoring. Mentor:mentee ratio not mentioned To facilitate the 1st-year students’ adjustment to new campus life as well as to promote their personal development Descriptive Validated Questionnaire- quantitative data a) Mentees and mentors had positive perceptions of the programme
b) both had benefits in affective domain
c)both reported better communication and interpersonal skills
McLean [21] To evaluate if studying different curricula affected peer mentoring South Africa 2007 Group mentoring.
Mentor:mentee ratio 1:10
To assist in the social, academic and psychological integration of new students into the school Descriptive Questionnaire- quantitative and qualitative data obtained a) Mentees and mentors reported increase in the affective domain.
b) both reported better interpersonal skills
Kosoko-Lasaki et al. [20] To determine the outcome measures of the mentoring programme USA 2006 One-on-one and group mentoring. Mentor:mentee ratio not mentioned To increase the opportunities for counselling, mentoring and group support of the minority student population Descriptive Questionnaire- quantitative and qualitative data obtained a) Mentees perceived the programme to be effective
b) Mentees reported an increase in their perceived levels of professionalism
c)The mentoring programme provided an avenue for peers to interact and build friendships