Implementation of a structured mentorship program among undergraduate health science students at Mbarara University – what we learned
Authors: Tamale Elvis , Atuhairwe Irene , Ssemwogerere Arnold , Muhimbura Brian , Atimango Lorna , Derrick Paddy , Mulungi Jonathan , Ssekitto Joseph , Naigaga Josephine , Kintu Timothy Mwanje , Mitha Kiran , Ohuruogu Victor , Joseph Ngonzi 
Published: April 2024

Background
Mentorship is recognized as a crucial element in students' education and career development, especially in health-related courses. However, there is a lack of structured mentorship programs in Sub-Saharan African universities. In response, the MedXMentor program was established at Mbarara University of Science and Technology to provide structured mentorship to undergraduate health sciences students in Uganda. This paper describes what we learned from implementing the MedXMentor program: a hybrid mentorship program.
Methods
The study utilized a mixed-methods approach, integrating quantitative and qualitative data collection techniques. It adopted the Kirkpatrick Model of Evaluation to gauge the program's influence on mentees' reactions, learning, behavior, and achievement of set participation targets. Data were gathered through Google Form surveys, feedback forms, mentoring logs, and session attendance records. The results, summarized through descriptive statistics and thematic analysis, provided a comprehensive understanding of the program's impact and effectiveness. This approach yielded insights into both the quantitative metrics and the qualitative aspects, offering a rich perspective on the program's outcomes and implications.
Results
The program catered to 80 mentees, with 48 engaging in one-on-one mentorship and 32 in group sessions. The mentorship initiative enlisted 24 mentors, primarily from the medical field. From April to September 2022, eight online group sessions were conducted, boasting an average attendance rate of 52%. These sessions emphasized project planning, grant writing, and the development of soft skills, with noticeable enhancements observed in mentees' comprehension and skill acquisition.
Specifically, mentees demonstrated an improved understanding of project planning, grant writing, and various soft skills, such as communication, leadership, and teamwork. Furthermore, the mentees' experiences were categorized into four distinct themes: Mentor Engagement, Goal-Oriented Study, Skills and Professional Development, and High-Yield Mentor-Mentee Engagements. These themes provide a structured framework for analyzing the outcomes and impacts of the mentorship program.
Conclusion & Recommendations
Through implementing the MedXMentor program, valuable lessons have been gleaned. The structured mentorship it offers to health sciences students has proven effective, meeting the critical need for mentorship and arming students with indispensable academic and professional development skills and knowledge. Moreover, this experience has illuminated the potential of the program to bridge the mentorship gap in low-resource settings. By empowering the next generation of healthcare professionals in Africa, MedXMentor stands as a beacon of possibility, showcasing how mentorship initiatives can catalyze significant advancements within healthcare education and practice.