Buendía SLA

Language: Spanish
References: 32
Page: 262-268
PDF size: 542.57 Kb.

ABSTRACT

Objective: to present a comprehensive model of inclusive mentoring in postgraduate medical education in Latin America, based on current evidence and the adaptation of international strategies to the regional context. Material and methods: a narrative review of 25 articles published between 2009 and 2025 was conducted, retrieved from international indexed databases. The analysis examined mentoring programs in the United States, Europe, Asia, and Latin America, focusing on their main characteristics, limitations, and transferable elements for Mexican and regional postgraduate training. Results: evidence shows that structured mentoring programs increase residents' satisfaction, well-being, and academic performance. Nevertheless, major limitations include methodological heterogeneity, lack of models tailored to Latin American contexts, and insufficient incorporation of gender and cultural inclusion. Based on this analysis, we propose a comprehensive model that integrates faculty development, gender equity, cultural diversity, digital support, and longitudinal follow-up. Conclusion: inclusive and diverse mentoring represents a strategic tool to strengthen postgraduate medical training in Latin America. The proposed model provides an innovative contribution tailored to regional needs and may guide the implementation of effective and sustainable mentoring programs.

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