Exploring the experience of mentees, peer and faculty mentors in an multi-tier mentoring program for year 1 medical NTS AT Fazaia medical college, A case study

Date of Award

10-2025

Degree Type

Thesis

Degree Name

Master of Health Professions Education (MPHE)

First Advisor

Professor Rehana Rehman

Second Advisor

Dr Shazia Babar

Third Advisor

Dr Rahila Ali

Department

Educational Development

Abstract

Background: Mentoring is an essential component in supporting the academic and psychosocial transition of Year 1 medical students. Multi-tier mentoring program which include peers and faculty as mentors offer well rounded support to the mentees that fosters learning and well-being. Although mentoring initiatives have been increasingly adopted across medical schools, there remains a paucity of in-depth qualitative research within Pakistan the South Asian region who explored the experiences of participants in a multi-tier context.
Objective: The purpose of the study was to explore the experiences of the mentees, peer and faculty mentors in a multi-tier mentoring program for Year 1 medical students at Fazaia medical College (FMC) to suggest improvements for the program's future. Methods: A qualitative case study methodology was adopted to gain an in-depth understanding of the multi-tier mentoring process. Data were collected through 8 focus group discussions (FGDs) conducted separately with mentees (3), peer mentors (3), and faculty mentors (2) using a semi-structured guide that was reviewed by experts and refined after pilot testing. Institutional documents, including program outline, brochures, feedback forms etc were reviewed to triangulate the findings with the FGD data. Data analysis was done by following Braun and Clarke's (2006) framework for inductive thematic analysis.
Results: Four themes emerged from the data: Building Academic Confidence and Competence, Nurturing Well-being through Shared Experiences, Mutual Growth in Mentoring: Learning of Mentors and Mentees and Confronting Barriers to Sustainable Mentorship. The results reflected the importance of shared learning and social interaction, which contributed to the academic and personal growth of mentees.
Conclusion: This study provides valuable perspectives of mentees, peer and faculty mentors on how the multi-tier mentoring program has affected their development. The participants suggested the need for structured orientation sessions, improved mentor training and institutional support for the sustainability of the program.

First Page

1

Last Page

71

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