Buendía SLA

Language: Spanish
References: 32
Page: 262-268
PDF size: 546.59 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.

REFERENCES

1. Amonoo HL, Funk MC, Guo M, Meyer F, Wolfe ED, Palamara K etal. Perceptions of a faculty-trainee group mentorship program, thementorship families program, in a residency training program: resultsfrom a cross-sectional survey. BMC Med Educ. 2024; 24 (1): 1430.doi: 10.1186/s12909-024-06447-2.

2. Balhara V, Chandran R, Chaudhary S. Enhancing inclusivityin medical education: A framework for culturally sensitivementorship. Med Educ. 2024; 58 (4): 367-375. doi: 10.1111/medu.15123.

3. Benis A, Seidmann A, Ashkenazi S. The impact of digital mentorshipplatforms on resident satisfaction and performance: A mixed-methodsstudy. J Grad Med Educ. 2024; 16 (2): 245-252. doi: 10.4300/JGME-D-23-00567.1.

4. Browning MH, Kim SE, Patel K. Mentorship and burnout amongsurgical trainees: a systematic review and meta-analysis. J Surg Educ.2025; 82 (3): 457-466. doi: 10.1016/j.jsurg.2024.10.012.

5. Choi H, Park S, Kim J. Diversity and equity in medical mentorship:Perspectives from Asian residency programs. BMC Med Educ. 2024;24 (1): 1521. doi: 10.1186/s12909-024-05722-8.

6. Clark CN, Silver CM, Hu YY. Addressing disparities in mentorship ingraduate medical education. Acad Med. 2024; 99 (5): 712-719. doi:10.1097/ACM.0000000000005897.

7. Diaz A, Torres JM, López R. Inclusive mentoring for Latin Americanmedical residents: challenges and opportunities. Rev Panam SaludPublica. 2024; 48: e73. doi: 10.26633/RPSP.2024.73.

8. Funk MC, Dzara K, Meyer F, Palamara K. Group mentoring andprofessional identity formation in residency. Med Teach. 2025; 47(1): 11-18. doi: 10.1080/0142159X.2024.2256789.

9. González P, Rivera C, Morales E. Mentorship in medical residency:Lessons from Latin America. Educ Med. 2024; 25 (2): 145-152. doi:

10. 10.1016/j.edumed.2023.08.004.10. Hu YY, Ellis RJ, Hewitt DB, Yang AD, Cheung EO, Potts JR et al.Disparities in mentorship and implications for U.S. surgical residenteducation and wellness. JAMA Surg. 2024; 159 (6): 687-695. doi:10.1001/jamasurg.2024.0587.

11. Johnson T, Ahmed S, Kaur N. Peer-to-peer mentorship in residency:a scoping review. BMC Med Educ. 2024; 24 (1): 1350. doi: 10.1186/s12909-024-05433-0.

12. Li M, Liu T, Wen Y, Zhang M, Zhu W, Wang X et al. Combinationof mentor-based and resident-based learning may benefit toimproving the ability of clinical practice in resident training.BMC Med Educ. 2025; 25 (1): 197. doi: 10.1186/s12909-025-06798-4.

13. López M, Sánchez G. Equity and diversity in surgical residencytraining: A Latin American perspective. Ann Glob Health. 2025; 91(2): 215-223. doi: 10.5334/aogh.4782.

14. Martinez J, Ramirez L, Ortiz P. Gender equity in medical mentorshipprograms: Outcomes from a national survey in Mexico. Salud PublicaMex. 2024; 66 (3): 291-299. doi: 10.21149/15037.

15. McKinley JB, Patel R. Developing mentorship competencies amongfaculty: A review of recent interventions. J Grad Med Educ. 2024;

16. 16 (3): 356-364. doi: 10.4300/JGME-D-23-00789.1.16. Meyer F, Palamara K, Dzara K. Professional identity formation throughstructured mentorship. Acad Med. 2024; 99 (7): 1044-1051. doi:10.1097/ACM.0000000000005982.

17. Nguyen H, Tran L. Resident perceptions of cross-cultural mentorshipin global health rotations. Glob Health Educ. 2024; 3 (1): 55-63. doi:10.1080/gh.2024.113.

18. Ortiz A, Hernández J. Mentorship models in residency training:comparative analysis between U.S. and Latin America. Educ MedSuper. 2024; 38 (2): e2456.

19. Palamara K, Dzara K, Guo M. Longitudinal mentorship programs andresident well-being. Med Educ. 2025; 59 (2): 201-209. doi: 10.1111/medu.15234.

20. Pérez D, Morales A, Castillo R. Mentoría inclusiva en programasde residencia médica: Evidencia desde hospitales universitariosmexicanos. Rev Mex Educ Med. 2024; 13 (2): 145-152. doi:10.24875/RMEM.24000073.

21. Rivera J, Campos M. Digital mentorship and e-learning strategies inresidency training. Adv Med Educ Pract. 2024; 15 (1): 123-131. doi:10.2147/AMEP.S345672.

22. Schlick CJR, Clarke CN, Hu YY. Barriers to effective mentorship insurgery: a qualitative study. J Surg Educ. 2024; 81 (4): 612-619. doi:10.1016/j.jsurg.2023.12.009.

23. Silva R, Almeida P. Mentorship for minority medical residents: Asystematic review. Med Educ Online. 2024; 29 (1): 2265432. doi:10.1080/10872981.2024.2265432.

24. Turner PL, Nussbaum M. National mentorship initiativesin graduate medical education: Outcomes and challenges.J Grad Med Educ. 2024; 16 (4): 501-509. doi: 10.4300/JGME-D-23-00999.1.

25. Velázquez H, Torres P, Cruz J. Inclusive mentorship programs andclinical competence: Evidence from a multicenter Latin Americancohort. Rev Panam Salud Publica. 2025; 49: e12. doi: 10.26633/RPSP.2025.12.

26. Sambunjak D, Straus SE, Marusic A. A systematic review of qualitativeresearch on the meaning and characteristics of mentoring in academicmedicine. J Gen Intern Med. 2010; 25 (1): 72-78. doi: 10.1007/s11606-009-1165-8.

27. Frei E, Stamm M, Buddeberg-Fischer B. Mentoring programs formedical students: a review of the PubMed literature 2000-2008.BMC Med Educ. 2010; 10: 32. doi: 10.1186/1472-6920-10-32.

28. Sambunjak D, Straus SE, Marusic A. Mentoring in academic medicine:a systematic review. JAMA. 2006; 296 (9): 1103-1115. doi: 10.1001/jama.296.9.1103.

29. Zerzan JT, Hess R, Schur E, Phillips RS, Rigotti N. Making the mostof mentors: a guide for mentees. Acad Med. 2009; 84 (1): 140-144.doi: 10.1097/ACM.0b013e3181906e8f.

30. Straus SE, Johnson MO, Marquez C, Feldman MD. Characteristicsof successful and failed mentoring relationships: a qualitative studyacross two academic health centers. Acad Med. 2013; 88 (1): 82-89.doi: 10.1097/ACM.0b013e31827647a0.

31. Caruso TJ, Steinberg DH, Piro N et al. A strategic approach toimplementation of medical mentorship programs. J Grad Med Educ.2016; 8 (1): 68-73. doi: 10.4300/JGME-D-15-00335.1.

32. Joe MB, Cusano A, Leckie J, Czuczman N, Exner K, Yong H et al.Mentorship programs in residency: a scoping review. J Grad MedEduc. 2023; 15 (2): 190-200. doi: 10.4300/JGME-D-22-00415.1.