Exploring Mentorship Through the Lens of Low-Achieving Medical Students: A Qualitative Inquiry

Abstract

Mentorship is integral to academic and professional success in medical education. This study aimed to explore low achieving medical students' perceptions of the mentorship program, examine the underlying reasons for their noncompliance with scheduled mentoring sessions, and identify ways to improve mentorship delivery for academically at-risk students. Students were randomly assigned to focus groups across four medical programs, each led by a trained moderator. Sessions were audio-recorded, transcribed, and analysed using content analysis, incorporating field notes to capture non-verbal insights. Purposive sampling ensured the inclusion of students most impacted by mentoring disengagement. Two main themes emerged: Mentorship Experience and Mentorship Program Structure. Subthemes highlighted barriers, including poor mentor accessibility, weak interpersonal connections, and rigid program logistics. Students emphasised the need for a flexible, empathetic, and student-centred mentorship model. A three-phase framework—ice-breaking, structured engagement, and self-directed development—was proposed to foster effective transitions from passive participation to autonomous growth.