Abstract
Mentoring is a concept that has been around for many years, but has only gained popularity in health science education programs over the past 20 years. Nursing, in particular, has recognized the short- and long-term benefits of mentoring students. The primary benefits are career and psychosocial development, which enables students to be successful in their educational programs. Mentoring also assists with easing the transition from student to graduate in a shorter period. In this literature review, the authors examined mentoring programs from nursing, medical school, pharmacy, and occupational therapy educational programs. Each of these health science programs reported favourable outcomes for their students involved in mentoring relationships, such as decreased stress and anxiety about their education, increased feelings of belonging to their programs and professions, and increased self-confidence and self-esteem. These studies help to confirm that mentoring can have a dramatic influence on the success and retention of students enrolled in health science programs. Unfortunately, no recent literature is available that specifically addresses mentoring practices in the medical radiation sciences. This article will attempt to show that results from current research in other health science educational programs could be used in forming medical radiation sciences mentoring programs. Developing these programs could have the same positive effects on recruitment and retention as they have in related disciplines.