2014 Summer Research Proposal Application Form
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TITLE: Peer Mentoring in Medical Students: Strategies that Work
STUDENT:
FACULTY MENTOR:
RESEARCH PROTOCOL APPROVAL: (Mark One)
· IRB-01: (Gainesville UF Health Science Center)
Approval Needed ____ Already Approved / Student Must Be Added ____
· IRB-02: (UF Campus - Non-Medical/Behavioral and Social Sciences)
Approval Needed____ Already Approved / Student Must Be Added ____
· IACUC: (Institutional Animal Care & Use Committee)
Approval Needed____ Already Approved / Student Must Be Added ____
· Not Applicable ____
BACKGROUND AND SIGNIFICANCE 2 to 3 paragraphs
The significant impact a peer mentor can have on the success of a medical student has been explored through the use of peer mentoring programs across the nation, specifically in regards to longitudinal impact on career success and satisfaction. [1, 2, 3] With the understanding that these programs do affect success, proper implementation is critical to ascertaining these positive results.
Various studies have critiqued the success of peer-mentoring programs and developed guidelines that have proven successful. For example, the Internal Medicine Research Group at Emory (IMeRGE) details their approach to ascertaining division support for designated time and financial resources, defining member responsibilities, developing a curriculum, providing peer support, and seeking advisors with appropriate expertise. [4]
HYPOTHESIS AND RATIONAL 1 paragraph
Mentoring programs, when implemented effectively, have proved useful in various aspects of medical students’ success. [5] Since the start of the Peer Mentoring and Achievement Program (P=MAP), success across the individual peer-mentor groups has varied widely. To help ensure a positive experience for all those involved, there is a need to address these weaknesses and implement changes that will help standardize both mentor and mentee experiences. This study is designed to address these areas and implement the changes deemed necessary for the program’s success.
SPECIFIC AIMS 1 paragraph
The aim of this study is to perform a comprehensive literature search as well as analyze survey results of the students currently participating in the P-MAP program, in order to implement long term changes that will improve the efficacy of the program, improve the mentor-mentee satisfaction, and long-term sustainability of the program.
METHODS AND MATERIALS 2 to 3 paragraphs
An anonymous survey of both mentors and mentees involved in the P-MAP program will assess how each of the following factors affected their experience in the program as well as academic and personal success in their first year: Mentor learning style, frequency and length of meetings, mentor-to-mentee ratio, and mentor availability.
Inclusion criteria: Current participants in the P-MAP program.
Exclusion criteria: Those who were not registered for the program during 2013-2014 academic year.
Considerations and Challenges: Due to the nature of the program, individual perceptions and experiences may vary widely, which may make it difficult to analyze the data and implement changes that will ensure each individual's satisfaction. I will account for this by using considerations that will affect the majority, eliminating confounding variables.
PLAN FOR DATA ANALYSIS 1 to 2 paragraphs
Survey results (both qualitative and quantitative) will be analyzed to identify areas for improvement regarding perceived mentee support both academic and emotional, as well as mentor perceived weaknesses in the program. In addition, data from other peer mentoring programs will be taken into consideration and integrated accordingly.
ROLE OF MEDICAL STUDENT 1 paragraph
I will be responsible for collecting the data from the survey and analyzing the information provided to best serve the P-MAP program. I will also perform a literature search and identify other sources that may be useful to improve implementation of the P-MAP program.
REFERENCES 5 to 10 citations
[1] Stamm, M. and Buddeberg-Fischer, B. (2011), The impact of mentoring during postgraduate training on doctors’ career success. Medical Education, 45: 488–496. DOI: 10.1111/j.1365-2923.2010.03857.x
[2] Varkey, Prathibha, Aminah Jatoi, Amy Williams, Anita Mayer, Marcia Ko, Julia Files, Janis Blair, and Sharonne Hayes. "The Positive Impact of a Facilitated Peer Mentoring Program on Academic Skills of Women Faculty." BMC Medical Education 12.1 (2012): 14. DOI:10.1186/1472-6920-12-14
[3] Buddeberg-Fischer, Barbara, and Katja-Daniela Herta. "Formal Mentoring Programmes for Medical Students and Doctors – a Review of the Medline Literature." Medical Teacher 28.3 (2006): 248-57. DOI 10.1080/01421590500313043
[4] Bussey-Jones, Jada, Lisa Bernstein, Stacy Higgins, David Malebranche, Anuradha Paranjape, Inginia Genao, Bennett Lee, and William Branch. "Repaving the Road to Academic Success: The IMeRGE Approach to Peer Mentoring." Academic Medicine 81.7 (2006): 674-79. DOI: 10.1097/01.ACM.0000232425.27041.88
[5] Julie Scott Taylor , Salma Faghri , Nitin Aggarwal , Kimberly Zeller , Richard Dollase & Shmuel P. Reis (2013) Developing a Peer-Mentor Program for Medical Students, Teaching and Learning in Medicine: An International Journal,
25:1, 97-102, DOI: 10.1080/10401334.2012.741544
Student Signature______Mentor Signature______
(Required) (Required)
Ø If the Information Form wasn’t submitted previously, the following information must be added below:
Student:
· UFID
· Email Address
· Local Summer Address
Mentor:
· UFID
· Email Address
· Department