Knowledge, attitudes, and practices of health professions students on mentorship: a cross‑sectional study at a sub‑Saharan African medical school

Abstract

Background Mentoring involves the informal conveyance of knowledge, social capital, and support, as perceived by the recipient to be pertinent to aspects of work, career, and personal or professional development. Students pursuing health related courses need access to mentorship and its benefits during their formative academic and career states. However, in Sub-Saharan Africa, many institutions have not fully embraced this despite the benefits of mentorship. Aim The primary purpose of this study was to assess medical students’ knowledge about mentorship and explore their attitudes and practices toward mentorship. Methodology We held an online cross-sectional study utilizing a pre-tested self-reported questionnaire targeting health professional students in the faculty of medicine, Mbarara University of Science and Technology (MUST). The collected data were coded and summarized using descriptive statistics and thematic analysis. Results Two hundred eighty-three (283) students participated in this study. Of this group, 79.9% were aware of mentorship, 61% were willing to commit 1–2 h a week for mentorship, and Zoom was the preferred mode of communication; 98.2% expressed the need for a structured student-led hybrid mentorship program. Conclusion Mentorship at Mbarara University of Science and Technology was considered beneficial by health professions students in the Faculty of Medicine. Recommendation Future studies should explore accessibility to mentorship and the effectiveness of existing mentorship processes.