Document Type : Original Article


1 Mentoring Office, Deputy of Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran

2 Mentoring Office, Deputy of Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran, Department of Physical Medicine and Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran

3 Mentoring Office, Deputy of Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran, Department of Medical Education, Virtual School, Tehran University of Medical Sciences, Tehran, Iran


BACKGROUND: Self‑regulated learning (SRL) is a critical skill for medical students to reach their
learning goals in the bedside clinical rotations. This study was performed with the aim of comparing
SRL and motivation of 4th year medical students who are in their educational transition between
students with mentors and those without mentors.
MATERIALS AND METHODS: This study was cross‑sectional. A total of 196 medical students
were invited to complete a form consisting the motivation and SRL questionnaire through Google
form during their 1st year of clinical clerkship, while some of them had participated in the mentoring
program beforehand. data correlation and regression analysis were employed.
RESULTS: Comparing SRL and motivational beliefs scores between students with mentors and
without mentors indicated that motivational beliefs mean score in students with mentors (87.5 ± 8.44)
was significantly higher compared to the others (83.49 ± 7.36) (P = 0.005). Among SRL subscales,
planning and examination stress were significantly different between two groups with higher
scores for mentees (P = 0.033 and 0.021). Having a mentor predicted motivational beliefs with
OR = 7.974 (1.391–45.719) and P = 0.020.
CONCLUSION: Considering a significant correlation between mentor possession and the scale of
motivation beliefs, future longitudinal and interventional research besides the customized mentoring
program is required to understand the role of mentoring programs on SRL as a cause‑and‑effect
relationship to recommend the peer mentoring program to enhance SRL skills in the medical students
especially during their transition to the new clinical environment.


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