Clinical Report: Influence of Mentor Traits on Academic Outcomes in an Undergraduate Medical Tutorial Program
Overview
This study investigates the relationship between mentor characteristics and academic performance in a structured undergraduate tutorial system. Findings indicate that having a mentor with a senior professional title is associated with higher odds of passing the Internal Medicine examination.
Background
Mentorship is a critical component of medical education, aimed at enhancing student learning and professional development. Empirical evidence linking specific mentor traits to academic outcomes in medical students remains limited.
Data Highlights
Group
Mean Theoretical Scores
Passing Rate (Surgery)
Passing Rate (Internal Medicine)
UTS Students
71.1 ± 12.0
86.2%
71.3%
Non-UTS Students
64.5 ± 9.4
-
-
Key Findings
UTS students achieved higher mean theoretical scores compared to non-UTS students (71.1 vs. 64.5).
Students performed better in Surgery than in Internal Medicine, with a passing rate of 86.2% vs. 71.3% (p < 0.001).
A senior mentor title was associated with higher odds of passing Internal Medicine (adjusted OR = 2.89, p = 0.04).
Younger mentor age correlated with high achievement in Internal Medicine (OR per year = 0.92, p = 0.03).
Course-specific differences in student performance were noted.
Clinical Implications
The findings suggest that mentor characteristics, particularly professional title, may influence student academic outcomes in medical education. This highlights the importance of selecting mentors with appropriate qualifications to enhance student performance in core theoretical courses.
Conclusion
In this UTS program, a senior mentor title was associated with passing the Internal Medicine examination. Exploratory findings regarding mentor age require confirmation in larger studies.
