CoChat
Sign Up
Cited by 10Mentoring and Academic DevelopmentDiversity and Career in MedicineInnovations in Medical Education

Investigating Prior Mentoring Experiences of Medical Students and Its Perceived Benefits

Open access
Wekam, Vanina, Vance-Chalcraft, Heather D.·2022·Journal of Microbiology & Biology Education
DOI 10.1128/jmbe.00209-21PMC PMC8941855
Open this paper in CoChat — free account

Abstract

Successful mentoring relationships allow mentees to gain the confidence and knowledge they need to reach their goals, but students from populations generally underrepresented in science and health fields have been shown to receive less mentorship than their well-represented peers. In highly competitive processes, like medical school admissions, mentoring may be particularly valuable.

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1128/jmbe.00209-21

Cites

3 of 3 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • The benefits of mentorship and exposure to authentic clinical environments are well documented across the educational continuum.

    “Although much of the literature has focused on pre-medical and medical students, the benefits of mentorship and exposure to authentic clinical environments are well documented across the educational continuum [7–10].”

    From The Clinical Mentorship Program: a mixed-methods evaluation of a community-based medical education pathway program for high school students (2026) · cites this paper as [10]

    The Introduction (page unavailable) describes benefits of mentoring for undergraduate, graduate, and medical students, supporting the mentorship portion across several educational stages. The paper does not establish benefits from exposure to authentic clinical environments; its Methods (page unavailable) focus on mentoring experiences and perceived career and psychosocial benefits. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Cites

Flagged first, then by citations

Research works printed but not linked: 24

  1. [1]Jacobi M. 1991. Mentoring and undergraduate academic success: a literature review. Rev Educ Res 61: 505– 532. doi: 10.3102/00346543061004505. · DOI · Paper page
  2. [3]Pololi LH, Knight SM, Dennis K, Frankel RM. 2002. Helping medical school faculty realize their dreams: an innovative, collaborative mentoring program. Acad Med 77: 377– 384. doi: 10.1097/00001888-200205000-00005. 12010691 · DOI
  3. [4]Healy CC, Welchert AJ. 1990. Mentoring relations: a definition to advance research and practice. Educ Res 19: 17– 21. doi: 10.3102/0013189X019009017. · DOI
  4. [5]Haggard DL, Dougherty TW, Turban DB, Wilbanks JE. 2011. Who is a mentor? A review of evolving definitions and implications for research. J Manage 37: 280– 304. doi: 10.1177/0149206310386227. · DOI
  5. [9]National Academies of Sciences, Engineering, and Medicine. 2019. The Science of Effective Mentorship in STEMM. National Academies Press, Washington, DC. doi: 10.17226/25568. 31958221 · DOI
  6. [10]Estrada M, Hernandez PR, Schultz PW, Herrera J. 2018. A longitudinal study of how quality mentorship and research experience integrate underrepresented minorities into STEM careers. CBE Life Sci Educ 17. doi: 10.1187/cbe.17-04-0066. PMC6007776 29351912 · DOI · Paper page
  7. [11]Thiry H, Laursen S. 2011. The role of student-advisor interactions in apprenticing undergraduate researchers into a scientific community of practice. J Sci Educ Technol 20: 771– 784. doi: 10.1007/s10956-010-9271-2. · DOI
  8. [13]Hurtado S, Cabrera NL, Lin MH, Arellano L, Espinosa LL. 2009. Diversifying science: underrepresented student experiences in structured research programs. Res High Educ 50: 189– 214. doi: 10.1007/s11162-008-9114-7. 23503690 PMC3596157 · DOI · Paper page
  9. [14]Ragins BR, Cotton JL. 1999. Mentor functions and outcomes: a comparison of men and women in formal and informal mentoring relationships. J Appl Psychol 84: 529– 550. doi: 10.1037/0021-9010.84.4.529. 10504893 · DOI · Paper page
  10. [15]Zachary LJ. 2011. Creating a mentoring culture: The organization’s guide. John Wiley & Sons: Hoboken, NJ.
  11. [16]Griffin K, Baker V, O’Meara K, Nyunt G, Robinson T, Staples CL. 2018. Supportingscientists from underrepresented minority backgrounds: mapping developmental networks. SGPE 9: 19– 37. doi: 10.1108/SGPE-D-17-00032. · DOI
  12. [18]Joshi M, Aikens ML, Dolan EL. 2019. Direct ties to a faculty mentor related to positive outcomes for undergraduate researchers. Bioscience 69: 389– 397. doi: 10.1093/biosci/biz039. 31086422 PMC6506343 · DOI
  13. [19]Gayles JG, Ampaw FD. 2011. Gender matters: an examination of differential effects of the college experience on degree attainment in STEM. New Directions for Institutional Res 2011: 19– 25. doi: 10.1002/ir.405. · DOI
  14. [20]Helm EG, Prieto DO, Parker JE, Russell MC. 2000. Minority medical school faculty. J Natl Med Assoc 92: 411– 414. 10992686 PMC2608609
  15. [21]King JT, Angoff NR, Forrest JN, Jr., Justice AC. 2018. Gender disparities in medical student research awards: a 13-year study from the Yale School of Medicine. Acad Med 93: 911– 919. doi: 10.1097/ACM.0000000000002052. 29140916 · DOI
  16. [22]Thomas GD, Hollenshead C. 2001. Resisting from the margins: the coping strategies of black women and other women of color faculty members at a research university. J Negro Educ 70: 166– 175. doi: 10.2307/3211208. · DOI
  17. [23]Milkman KL, Akinola M, Chugh D. 2015. What happens before? A field experimentexploring how pay and representation differentially shape bias on the pathway into organizations. J Appl Psychol 100: 1678– 1712. doi: 10.1037/apl0000022. 25867167 · DOI · Paper page
  18. [24]Cuddy AJC, Fiske ST, Glick P. 2007. The BIAS map: behaviors from intergroup affect and stereotypes. J Pers Soc Psychol 92: 631– 648. doi: 10.1037/0022-3514.92.4.631. 17469949 · DOI
  19. [25]Weyant JM. 2005. Implicit stereotyping of Hispanics: development and validity of a Hispanic version of the Implicit Association Test. Hisp J Behav Sci 27: 355– 363. doi: 10.1177/0739986305276747. · DOI
  20. [27]Nosek BA, Smyth FL, Hansen JJ, Devos T, Lindner NM, Ranganath KA, Smith CT, Olson KR, Chugh D, Greenwald AG, Banaji MR. 2007. Pervasiveness and correlates of implicit attitudes and stereotypes. Eur Rev Soc Psychol 18: 36– 88. doi: 10.1080/10463280701489053. · DOI · Paper page
  21. [28]Tepper K, Shaffer BC, Tepper BJ. 1996. Latent structure of mentoring functions and scales. Educ Psychol Measur 56: 848– 857. doi: 10.1177/0013164496056005013. · DOI
  22. [29]American Council on Education. 2017. Chapter One: Population trends and educational attainment In: Race and Ethnicity in Higher Education: A status report. https://www.equityinhighered.org/indicators/u-s-population-trends-and-educational-attainment/educational-attainment-of-the-u-s-population/ (accessed July 28, 2021).
  23. [32]Ragins BR, McFarlin DB. 1990. Perceptions of mentor roles in cross-gender mentoring relationships. J Vocat Behav 37: 321– 339. doi: 10.1016/0001-8791(90)90048-7. · DOI
  24. [33]Sosik JJ, Godshalk VM. 2000. The role of gender in mentoring: implications for diversified and homogenous mentoring relationships. J Vocat Behav 57: 102– 122. doi: 10.1006/jvbe.1999.1734. · DOI

Cited by

Sorted by citations

Authors
Wekam, V., & Vance-Chalcraft, H. D.
Affiliations
  • East Carolina University (US)
  • Department of Biology, East Carolina University, Greenville, North Carolina, USA
ORCID
Vance-Chalcraft, Heather D.
Venue
Journal of Microbiology & Biology Education
Publisher
American Society for Microbiology
Published
2022-04-29
Volume
23
Issue
1
ISSN
  • 1935-7877 (ISSN-L)
  • 1935-7885
DOI
10.1128/jmbe.00209-21
PMC
PMC8941855
OpenAlex
W4213235587
Cited by
10
References
3
Citations by year
2026: 1 · 2025: 2 · 2024: 5 · 2023: 1 · 2022: 1
FWCI
2.13
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of Microbiology and Biology Education (publishedVersion, cc-by-nc-nd)
  • PubMed Central (publishedVersion, cc-by-nc-nd)
  • PubMed (publishedVersion)
  • The Scholarship East Carolina University's Institutional Repository (East Carolina University) (submittedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
East Carolina University
Topics
  • Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
  • Social Sciences › Gender Studies › Diversity and Career in Medicine
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
Keywords
mentoring, medical students, underrepresented minorities in medicine, race and ethnicity, gender identity, household income, parental education, career aspirations, psychosocial benefits, medical school admissions, diversity in medicine

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review