Volume 20, Issue 2 (Summer 2025)
jmed 2025, 20(2): 1253-1262 |
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Kordnejad M, Zamani N, Tousi M, Yazdaninejad H. Investigating the Effect of the Quality of the Mentoring Program for Senior Students on the Anxiety Level of Anesthesia Students in the Clinical Education Environment. jmed 2025; 20 (2) :1253-1262
URL: http://jmed.ssu.ac.ir/article-1-1560-en.html
URL: http://jmed.ssu.ac.ir/article-1-1560-en.html
Lecturer, Department of Operating Room and Anesthesiology, School of Allied Medical Sciences, Shahid Sadoughi University of Medical Sciences, Yazd, Iran , hyazdaninejhad@gmail.com
Abstract: (48 Views)
Abstract
Introduction: Clinical education in sensitive fields like anesthesia faces numerous challenges, including instructor time constraints and high student anxiety. Mentoring programs have emerged as an effective strategy to enhance education quality and reduce student stress. This study aimed to investigate the relationship between the quality of mentoring provided by graduate students and anxiety levels of undergraduate anesthesia students in clinical settings.
Method: This cross‑sectional study, conducted in 2022, involved 52 fourth‑ and sixth‑semester undergraduate anesthesia students. A structured peer‑mentoring program with eight trained mentors was implemented over six weeks. Mentor–mentee characteristics and interactions were recorded and evaluated. Data were collected using demographic, mentoring quality, and Spielberger Anxiety questionnaires, and analyzed with SPSS version 24.
Results: The findings indicated that support (p=0.246), counseling (p=0.990), and respect (p=0.318) components had the most significant impact on reducing student anxiety. Conversely, challenging behaviors by some mentors were associated with increased anxiety (p=0.614). Female students (50.1±2.13) and those in semester 4 (49±13) showed higher anxiety levels.
Conclusion: The results suggest that the mentoring program by graduate students effectively reduces anxiety among undergraduate anesthesia students. Expanding this program to other educational centers could improve the quality of clinical education.
Introduction: Clinical education in sensitive fields like anesthesia faces numerous challenges, including instructor time constraints and high student anxiety. Mentoring programs have emerged as an effective strategy to enhance education quality and reduce student stress. This study aimed to investigate the relationship between the quality of mentoring provided by graduate students and anxiety levels of undergraduate anesthesia students in clinical settings.
Method: This cross‑sectional study, conducted in 2022, involved 52 fourth‑ and sixth‑semester undergraduate anesthesia students. A structured peer‑mentoring program with eight trained mentors was implemented over six weeks. Mentor–mentee characteristics and interactions were recorded and evaluated. Data were collected using demographic, mentoring quality, and Spielberger Anxiety questionnaires, and analyzed with SPSS version 24.
Results: The findings indicated that support (p=0.246), counseling (p=0.990), and respect (p=0.318) components had the most significant impact on reducing student anxiety. Conversely, challenging behaviors by some mentors were associated with increased anxiety (p=0.614). Female students (50.1±2.13) and those in semester 4 (49±13) showed higher anxiety levels.
Conclusion: The results suggest that the mentoring program by graduate students effectively reduces anxiety among undergraduate anesthesia students. Expanding this program to other educational centers could improve the quality of clinical education.
Type of Study: Research |
Subject:
Medical Education
Received: 2025/05/13 | Accepted: 2025/08/25 | Published: 2025/09/22
Received: 2025/05/13 | Accepted: 2025/08/25 | Published: 2025/09/22
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