Prioritising Mentorship: The Key Attributes We Should Focus on From Our Clinical Teaching Fellows in Early Years Medical Education

Abstract

Background

Clinical teaching fellows (CTFs) enhance medical students' education, yet their role in early undergraduate years is less understood. This study explores the key attributes of CTFs, as perceived by medical students, CTFs and staff, that contribute to the quality of students' learning experiences in the early years of medical school.

Methods

This mixed-methods study was conducted at a UK medical school, involving surveys and focus groups with 102 early-year MBChB (Bachelor of Medicine, Bachelor of Surgery) students, five CTFs and 15 staff. Participants identified CTF attributes contributing to students' learning experiences in the first 2 years of the programme. Data were analysed using descriptive statistics and thematic analysis.

Results

The study identified 364 attributes, categorised into 12 themes. Key attributes included helpful/supportive, friendly/approachable and educator/facilitator. Students valued CTFs' approachable nature, while staff emphasised their educational role. Focus groups further highlighted the importance of CTFs' mentorship and pastoral care, interpreting helpful/supportive as sharing personal experiences and career guidance, friendly/approachable as building relatable connections and educator/facilitator as providing academic support.

Conclusion

Our study shows that in the early years of medical education, students value the mentoring skills of CTFs over their academic and clinical expertise. Medical schools should provide formal opportunities for CTFs to enhance their mentoring and pastoral care skills and ensure academic staff support these extended roles, potentially leading to improved student satisfaction and better preparation for clinical years. These insights could inform policy and training programs in medical schools globally, enhancing the overall quality of early medical education.