Bridging the gap: Analysis of the long school of medicine SNMA pilot mentorship program.

Importance: Underrepresented in medicine (URiM) students face significant barriers in medical education, including limited access to mentorship and professional networks. Mentorship is a critical factor in improving academic outcomes, career satisfaction, and overall success, highlighting the need for targeted support programs that broaden access in medical training.

Objective: To develop and evaluate a longitudinal four-year faculty-student dyad mentorship program to provide mentorship for URiM students, focusing on enhancing academic integration, professional networking, and career development.

Design: The study used a cross-sectional survey design to evaluate the pilot year of a four-year dyad mentorship program. Participants completed pre- and post-surveys assessing outcomes such as student-faculty engagement, professional networking, and progress toward goals. The survey measured students' experiences, comfort with faculty, satisfaction, and perceived career impact.

Setting: Long School of Medicine Student National Medical Association PARTICIPANTS: Fourteen medical students applied and enrolled in the program. Fourteen completed the pre-survey, and twelve completed the post-survey.

Interventions: The program required participants to commit to monthly 30-minute mentor meetings, monthly shadowing for 2-4 h, and attendance at three mandatory professional development lectures.

Main Outcomes And Measures: Program satisfaction, comfort interacting with faculty, establishment of long-term professional connections, progress toward professional goals, motivation to complete medical school, and self-confidence in the ability to complete medical school.

Results: Of 14 participants, 71 % identified as Black/African American, and 57 % were first-year medical students. 58 % formed lasting professional connections, with first-generation students twice as likely to do so. Upon program completion, comfort with faculty improved, and 75 % reported greater specialty-related confidence. Workshops were rated moderately to extremely helpful by 83 %, and 75 % would recommend the program. Students identified mentorship, shadowing, and professional development as the most valuable components, underscoring the program's impact on early-stage URiM learners.

Conclusions And Relevance: The mentorship program successfully enhanced student-faculty engagement, professional networking, and career development for URiM students. Supporting URiM students through structured mentorship is crucial for addressing disparities in medical education and ensuring they have the resources and guidance needed to succeed in their careers. Future improvements will focus on expanding networking opportunities and addressing confidence gaps, with the goal of fostering long-term success and inclusion in the medical field.