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Medical students’ experiences of the benefits and influences regarding a placement mentoring programme preparing them for future practice as junior doctors: a qualitative study
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    Response to: Medical students’ experiences of the benefits and influences regarding a placement mentoring programme preparing them for future practice as junior doctors: a qualitative study
    • Sophia G Raymond, Fourth year medical student St George's, University of London

    Dear Editor,

    I would like to thank Ng, Lynch, Kelly and Mba for their article analyzing the views of medical students who had participated in a mentoring programme whilst on their Obstetrics & Gynaecology attachment in the UK.
    Devising methods of improving the learning experiences for medical students whilst on placement is vital to ensuring their professional readiness1 in facing their upcoming roles as junior doctors, practically and emotionally.

    In the introduction, the authors provide a beautiful definition of a mentor from SCOPME2. I’d like to highlight that this definition includes the mentor being a ‘guide’ and being ‘empathic’. A guide is traditionally someone who shows another the way in a new environment to prevent them from getting lost; in many settings a guide is imperative. One could argue that students are given a Personal Tutor at the beginning of university who is a mentor in a way. This could be a good starting point, especially for more pastoral care – yet a clinical guide who is working closely with the student may be imperative as well, for the reasons emphasized by the student quotes in this article. The authors, therefore, concluded that clinical placement mentors for medical students should be more of a widespread practice.

    Another key feature of these mentors is that they ‘volunteered’ to sign up, which identifies a key element of willingness to participate in the programme. If this programme became more widespread or...

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    Conflict of Interest:
    None declared.