| Abstrakt: |
Introduction: The Coronavirus Disease 2019 (COVID-19) pandemic situation propelled the regular student mentorship program into a virtual mode. Various surveys and studies have uncovered the ramifications on mental health and academic upheaval caused by the changing academic regulations and protocols. Aim: To evaluate the perception of mentors and mentees regarding the utility of virtual mentorship and to deduce barriers in continuing virtual mode mentorship program for 1st-year medical students. Materials and Methods: The present observational study was conducted at Sri Siddhartha Institute of Medical Sciences and Research Centre, from April-June 2020. A feedback form was administered to all participants after two months of the online mentorship program, via a semistructured questionnaire. The questionnaire had four open and eight close-ended responses for mentees. The contents were related to the frequency of meetings, mode of communication, perceived barriers, and futility of course, along with one open and five close-ended responses for mentors on barriers to effective conduct and perceived level of the mentoring relationship forged with students. A total of 12 mentors and 125 students responded. results: It was observed that 96% of mentees felt that the program helped to fight alienation and stay connected, 89.6% felt inspired to study and 83% felt oriented to the online teaching programs. Both 91.7% of mentors and 82.4% of mentees asked for better applications, connectivity, and network support. In fact, the major barrier to effective communication was quoted as being poor network connectivity and applications support (47%). A comparable trend was noted among both mentees and mentors with respect to the program being rated good and above (91.7% mentors and 85.6% mentees). Hence, in the observational study, via thematic analysis and content analysis of qualitative data, two points were observed-1. The virtual mentorship program helped mentees to get emotionally and academically connected, cleared their doubts, and helped to reduce stress. 2. Poor technical and connectivity support were deduced as major barriers to the successful conduct of virtual mentorship. conclusion: A well-structured virtual mentorship program guides the mentors to effectively chaperone mentees through a stressful uninterrupted academic course period, enhance academic performances and help alleviate the feeling of alienation. [ABSTRACT FROM AUTHOR] |
