Pharmacy resident-led student mentoring program: A focus on developing mentoring skills.

BACKGROUND AND PURPOSE: Formalized mentoring programs are often credited for influencing professional development of mentees. Unfortunately, little information exists regarding advancement of mentoring skills. We report the development and evaluation of a program to cultivate mentoring skills in pharmacy residents.

EDUCATIONAL ACTIVITY AND SETTING: Advanced pharmacy practice experience students and pharmacy residents were contacted for program participation. Resident mentors were paired with a student mentee for the program. Mentors were provided resources and support throughout the program. Sessions were held to facilitate mentoring relationships and to discuss professional development topics. Pre- and post-perception surveys were administered to mentors to measure changes in mentoring comfort and ability. Only matched pre- and post-surveys were included for analysis. The program was held and evaluated over two separate academic years FINDINGS: Fifty-three residents mentored 54 students over two cycles of the program. Mentors' matched perception surveys (n = 26) reported increased comfort in mentoring (p < 0.001), increased confidence in delivery of subjective content (p < 0.001), increased comfort in providing written and oral feedback (p = 0.013), and increased effectiveness in provision of written and oral feedback (p = 0.004 and p = 0.013 respectively). Mentors also reported heightened belief that serving as a student mentor will be beneficial to their long-term career goals (p = 0.034).

DISCUSSION AND SUMMARY: Overall, this formal resident-led student mentoring program improved resident comfort serving in a mentoring role.