Peer mentoring in medical residency education: A systematic review

Background: Medical residents may experience burnout during their training, and a lack of social support. This can impact their overall wellbeing and ability to master key professional competencies. We explored, in this study, the extent to which peer mentorship promotes psychosocial wellbeing and...

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Autores principales:	Helen Pethrick, Lorelli Nowell, Elizabeth Oddone Paolucci, Liza Lorenzetti, Michele Jacobsen, Tracey Clancy, Diane Lorenzetti
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2020
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/367b956380124017a6601d982e4f9cc5
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spelling	oai:doaj.org-article:367b956380124017a6601d982e4f9cc52021-12-01T22:38:28ZPeer mentoring in medical residency education: A systematic review10.36834/cmej.687511923-1202https://doaj.org/article/367b956380124017a6601d982e4f9cc52020-10-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/68751https://doaj.org/toc/1923-1202 Background: Medical residents may experience burnout during their training, and a lack of social support. This can impact their overall wellbeing and ability to master key professional competencies. We explored, in this study, the extent to which peer mentorship promotes psychosocial wellbeing and the development of professional competencies in medical residency education. Methods: We searched six databases (MEDLINE, EMBASE, PsycINFO, Academic Research Complete, ERIC, Education Research Complete) for studies on peer mentoring relationships in medical residency. We selected any study where authors reported on outcomes associated with peer mentoring relationships among medical residents. We applied no date, language, or study design limits to this review. Results: We included nine studies in this systematic review. We found that medical residents received essential psychosocial supports from peers, and motivation to develop academic and career competencies. Medical residents in peer-mentoring relationships also reported increased overall satisfaction with their residency training programs. Conclusions: Peer-mentoring relationships can enhance the development of key professional competencies and coping mechanisms in medical residency education. Further rigorous research is needed to examine the comparative benefits of informal and formal peer mentoring, and identify best practices with respect to effective design of peer-mentorship programs. Helen PethrickLorelli NowellElizabeth Oddone Paolucci Liza LorenzettiMichele JacobsenTracey ClancyDiane LorenzettiCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 11, Iss 6 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Helen Pethrick Lorelli Nowell Elizabeth Oddone Paolucci Liza Lorenzetti Michele Jacobsen Tracey Clancy Diane Lorenzetti Peer mentoring in medical residency education: A systematic review
description	Background: Medical residents may experience burnout during their training, and a lack of social support. This can impact their overall wellbeing and ability to master key professional competencies. We explored, in this study, the extent to which peer mentorship promotes psychosocial wellbeing and the development of professional competencies in medical residency education. Methods: We searched six databases (MEDLINE, EMBASE, PsycINFO, Academic Research Complete, ERIC, Education Research Complete) for studies on peer mentoring relationships in medical residency. We selected any study where authors reported on outcomes associated with peer mentoring relationships among medical residents. We applied no date, language, or study design limits to this review. Results: We included nine studies in this systematic review. We found that medical residents received essential psychosocial supports from peers, and motivation to develop academic and career competencies. Medical residents in peer-mentoring relationships also reported increased overall satisfaction with their residency training programs. Conclusions: Peer-mentoring relationships can enhance the development of key professional competencies and coping mechanisms in medical residency education. Further rigorous research is needed to examine the comparative benefits of informal and formal peer mentoring, and identify best practices with respect to effective design of peer-mentorship programs.
format	article
author	Helen Pethrick Lorelli Nowell Elizabeth Oddone Paolucci Liza Lorenzetti Michele Jacobsen Tracey Clancy Diane Lorenzetti
author_facet	Helen Pethrick Lorelli Nowell Elizabeth Oddone Paolucci Liza Lorenzetti Michele Jacobsen Tracey Clancy Diane Lorenzetti
author_sort	Helen Pethrick
title	Peer mentoring in medical residency education: A systematic review
title_short	Peer mentoring in medical residency education: A systematic review
title_full	Peer mentoring in medical residency education: A systematic review
title_fullStr	Peer mentoring in medical residency education: A systematic review
title_full_unstemmed	Peer mentoring in medical residency education: A systematic review
title_sort	peer mentoring in medical residency education: a systematic review
publisher	Canadian Medical Education Journal
publishDate	2020
url	https://doaj.org/article/367b956380124017a6601d982e4f9cc5
work_keys_str_mv	AT helenpethrick peermentoringinmedicalresidencyeducationasystematicreview AT lorellinowell peermentoringinmedicalresidencyeducationasystematicreview AT elizabethoddonepaolucci peermentoringinmedicalresidencyeducationasystematicreview AT lizalorenzetti peermentoringinmedicalresidencyeducationasystematicreview AT michelejacobsen peermentoringinmedicalresidencyeducationasystematicreview AT traceyclancy peermentoringinmedicalresidencyeducationasystematicreview AT dianelorenzetti peermentoringinmedicalresidencyeducationasystematicreview
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Peer mentoring in medical residency education: A systematic review

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