Abstract
Abstract
Introduction
: Mentoring programs are increasingly implemented in undergraduate medical education, yet little is known about the mechanisms and contextual conditions through which they generate benefits for students. This study aimed to identify the mechanisms underlying effective mentoring, examine relationship factors associated with successful mentor–student interactions, and develop an explanatory model to inform mentoring program design beyond a single institutional context.
Methods
: The mentoring component of the Student Support Program (SSP) of the Faculty of Medicine at the University of Vic–Central University of Catalonia (FM UVic-UCC) was evaluated using a Theory of Change (ToC)-guided sequential exploratory mixed-methods design. Two focus groups were conducted—one with mentors (n=8) and one with medical students (n=6)—followed by a survey distributed among 162 fourth-, fifth-, and sixth-year medical students. Qualitative data underwent thematic analysis, quantitative data were analysed using bivariate and multivariate logistic regression, and findings were integrated into a final ToC model.
Results
: Four interrelated mechanisms were identified
as central to mentoring effectiveness. First, awareness of mentoring support facilitated engagement, whereas lack of information acted as a barrier. Second, students’ perceived need for mentoring influenced both participation and the perceived value of the program. Third, regular and individualised contact were strongly associated with mentor–student relationship satisfaction (OR=9.36 and OR=8.10; pDiscussion
: This study provides a mechanism-based understanding of mentoring in undergraduate medical education. Effective mentoring appears to rely on four interacting conditions: awareness of available support, alignment between mentoring program (MP) and students’ perceived needs, regular individualised contact, and psychologically safe mentor–student relationships. A dual supportive–evaluative role of mentors may undermine trust and warrants careful consideration in program design. The resulting ToC model provides a transferable framework for understanding, evaluating, and refining mentoring programs across educational contexts.