摘要：Background: Despite increasing recognition that mentoring is essential early in medical careers, little is known
about the prevalence of mentoring programs for medical students. We conducted this study to survey all medical
schools in Germany regarding the prevalence of mentoring programs for medical students as well as the
characteristics, goals and effectiveness of these programs.
Methods: A definition of mentoring was established and program inclusion criteria were determined based on a
review of the literature. The literature defined mentoring as a steady, long-lasting relationship designed to promote
the mentee’s overall development. We developed a questionnaire to assess key characteristics of mentoring
programs: the advocated mentoring model, the number of participating mentees and mentors, funding and staff,
and characteristics of mentees and mentors (e.g., level of training). In addition, the survey characterized the
mentee-mentor relationship regarding the frequency of meetings, forms of communication, incentives for mentors,
the mode of matching mentors and mentees, and results of program evaluations. Furthermore, participants were
asked to characterize the aims of their programs. The questionnaire consisted of 34 questions total, in multiplechoice (17), numeric (7) and free-text (10) format. This questionnaire was sent to deans and medical education
faculty in Germany between June and September 2009. For numeric answers, mean, median, and standard
deviation were determined. For free-text items, responses were coded into categories using qualitative free text
analysis.
Results: We received responses from all 36 medical schools in Germany. We found that 20 out of 36 medical
schools in Germany offer 22 active mentoring programs with a median of 125 and a total of 5,843 medical
students (6.9 - 7.4% of all German medical students) enrolled as mentees at the time of the survey. 14 out of 22
programs (63%) have been established within the last 2 years. Six programs (27%) offer mentoring in a one-on-one
setting. 18 programs (82%) feature faculty physicians as mentors. Nine programs (41%) involve students as mentors
in a peer-mentoring setting. The most commonly reported goals of the mentoring programs include: establishing
the mentee’s professional network (13 programs, 59%), enhancement of academic performance (11 programs, 50%)
and counseling students in difficulties (10 programs, 45%).
Conclusions: Despite a clear upsurge of mentoring programs for German medical students over recent years, the
overall availability of mentoring is still limited. The mentoring models and goals of the existing programs vary
considerably. Outcome data from controlled studies are needed to compare the efficiency and effectiveness of
different forms of mentoring for medical students.
