Asian Journal of Medical Principles and Clinical Practice

Background: Mentoring is a protected relationship which supports learning and experimentation and helps individuals develop their potential. The practice of mentoring in medicine helps medical students to become better clinicians by broadening their clinical exposure and experience, most obviously concerning diseases. However, there is littleare or no provisions made for the mentoring of medical students in most universities, particularly in developing countries, including Nigeria.

Aims: The study investigated the effectiveness of mentoring in medical education at Rivers State University.

Methodology: A descriptive survey research design was used, with a sample of 69 medical students from the Faculty of Clinical Sciences, Rivers State University, representing different academic levels (Year 4, Year 5, and Year 6) between September 2024 and December 2024. The study population consisted of 126 medical students in the register of the Faculty of Clinical Sciences, which consists of 52 in year 4, 38 students in year 5 and 36 students in year 6. Any mean below the criterion mean was rejected, while any mean above 2.5 was accepted. The criterion mean is calculated thus: 4+3+2+1= 10/4 = 2.5. Stratified random sampling was applied to select 55% of students from each academic level. Data were collected using a structured questionnaire titled "Effectiveness of Mentoring in Medical Education in Rivers State University Questionnaire" (EMMERSUQ). The validity of the instrument was confirmed by experts in measurement and evaluation, and its reliability was tested through a test-retest method, yielding a high correlation coefficient of 0.92. The EMMERSUQ items were constructed based on a 4 points4-point scale of Strongly Agreed (SA), Agreed (A), Strongly Disagreed (SD) and Disagreed (D).

Results: The findings indicated that while mentoring programs provided support in areas like research skills, career development, and speciality guidance, there were significant gaps in clinical mentoring and communication skills development. The study also revealed that mentoring had a limited impact on improving communication, professionalism, personal growth, career development, and emotional, social, and cognitive development. Barriers to effective mentoring included mentor unprofessionalism, breaches of professional boundaries, and bullying.

Conclusion: The results suggest that Rivers State University's mentoring program needs improvements, particularly in clinical training, communication skills, and emotional support for students. Enhancing the quality and inclusivity of the mentoring programme could better prepare medical students for the complexities of the medical profession and ensure they are equipped with the skills needed to succeed both academically and in patient care. The study recommends formalising mentorship structures, enhancing mentor training, ensuring psychological safety, and addressing deficiencies in practical and interpersonal skill development to better equip students for medical practice.