Effect of Mentoring and Portfolio on the Scores of Musculoskeletal Anatomy of Medical Students at Neyshabur University of Medical Sciences

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Rahimi Anbarkeh Fatemeh; Mahdavi fard Hamid; Baradaran Rahelehe; Shikhi Abolfazl; Etemadian Parisa; Nouri chenarbo Mohadeshe; Hasani keleshtari Maryam; Mostafaei Bita; Fatehi hasanabad Amir poya

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Journal: JOURNAL OF CLINICAL EXCELLENCE Year:2024 | Volume: | Issue: Page(s): 24-33

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Title

Effect of Mentoring and Portfolio on the Scores of Musculoskeletal Anatomy of Medical Students at Neyshabur University of Medical Sciences

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Anatomical sciencesQ4

Mentoring programQ4

MentorQ4

MenteeQ4

Abstract

2Background and Objectives: Mentoring has been introduced in medical professions; nonetheless, formal Mentoring for medical students did not develop until the late 1990s. The present study sought to assess the impact of Mentoring alone and along with a portfolio on the improvement of students' academic performance. Materials and Methods: In this case-control research, the case group consisted of first-semester students of general medicine in the course of skeletal-muscular anatomy. They received the Mentoring program/fa?page=1&sort=1&ftyp=all&fgrp=all&fyrs=all" target="_blank"> Mentoring program and electronic portfolio. The control group in this study encompassed 2021 incoming general medicine students who were not administered the Mentoring program/fa?page=1&sort=1&ftyp=all&fgrp=all&fyrs=all" target="_blank"> Mentoring program. Mentors in this research were third-semester students. The program was implemented for students during one semester, and the results were analyzed using SPSS software (version 20). Results: The results demonstrated that Mentoring was effective in end-of-semester scores; therefore, there was a significant difference between the end-of-semester grades of the two control groups and the case group (P=0.013). There was no significant difference in midterm scores (P=0.157). In addition, the results indicated no significant difference among the six groups of Mentee students. Three groups benefited from the Mentor alone, and three groups benefited from the Mentor plus the electronic portfolio (P=0.323). Conclusion: The findings of the present research confirmed that the use of Mentoring increased scores in the case group. Using the Mentorship method improves students' knowledge. This method is based on student-centered education.

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