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More Mentors, Better Support: Evaluation of a Novel ‘Residents as Mentors’ Curriculum for Residency Applicants
Purpose: The primary aim is to assess third year students’
satisfaction with preparation for OBGYN residency program applications and interviews
before and after a structured program using residents as formal mentors.
Secondarily, we sought to determine if the program impacts anxiety,
connectivity, and mentorship in within our OBGYN department.
Background: Students rely on strong mentorship for help in
completing their residency application, interviewing, and
matching. Residents can benefit from specific instruction on being
effective mentors to these students. To guide these skills, we adapted a
mentorship curriculum to allow for resident facilitation.
Methods: The curriculum was initially implemented during the
2021 cycle and continued in 2022. Students applying into OBGYN
were randomly assigned to resident mentors. The curriculum involves 6
sessions. Students completed an anonymous survey prior to starting and upon
completion of the curriculum.
Results: The mean satisfaction score of the overall curriculum
was 8.2 out of 10. Participants found the personal statement review most
helpful (average score 4.4/5). When asked about favorite aspect of the program,
44% focused on the excellent feedback received and 33% discussed the
relationships developed with the residents. Overall, four students agreed they
were prepared for interviews, four were neutral, one disagreed. Evaluation of
the curriculum is ongoing for this cycle.
Discussions: In our experience, this structured curriculum was
beneficial in many ways for both students and residents. Students were
satisfied with the curriculum overall. Specifically, students appreciated
mentorship surrounding the personal statement.
CREOG & APGO Annual Meeting, 2023, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Residency Director, Residency Coordinator, Systems-Based Practice & Improvement, Interpersonal & Communication Skills, GME, UME, Team-Based Learning,