Table 1 Overview of papers

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