(206) Development and Evaluation of an Alumni-Driven Student Mentoring Program

Objective : To describe the development of a required, longitudinal mentoring program grounded in student strengths and well-being and to summarize successes and opportunities for improvement.

Methods: Alumni volunteers were recruited to serve as personal and professional development mentors in a required mentoring program which includes a focus on enhancing student well-being while providing professional connection and guidance. Mentors receive access to CliftonStrengths® assessments and an institution-created, continuing education training. First-year students complete the CliftonStrengths® assessment and are assigned a mentor. Mentors and mentees are required to meet at least once per semester to discuss suggested topics and set goals. A survey was developed to capture student and mentor experiences and perspectives of the mentoring program. Those with at least one year of experience in the program were sent the anonymous survey.

Results: Surveys were completed by 31/134 (23%) of students and 37/86 (36%) of mentors. Students reported highly positive results in feeling encouraged to get involved (71%) and being provided support and encouragement (84%). Students feel respected (90%), that their opinions are valued (87%), they are listened to (84%), and their mentors communicate clearly with them (65%). Many (52%) indicated they were glad participation was required, and most (65%) would serve as a mentor for future students. Mentors felt they were making a difference in the student’s experience (61%), found satisfaction serving as a mentor (84%), and felt more connected to the school (89%).

Conclusions: Overall, students and mentors described positive experiences in a required mentoring program. Our findings indicate alumni can successfully mentor pharmacy students and serve as a resource extender for required mentoring programs. Ideas for structuring similar programs will be shared.