Aligning Student-Faculty Mentorship Expectations and Needs to Promote Professional Identity Formation in Undergraduate Medical Education

[摘要] Background During professional identity formation, medical students integrate their newly developing professional identities with their longstanding personal identities. Longitudinal mentorship has been shown to aid students in this process. Lack of clear relationship expectations among students and faculty is a barrier to effective longitudinal mentorship relationships.

[学科分类] 儿科学

[关键词] MeSH terms: mentoring;education;medical;program development;program evaluation;burnout;professional identity formation