Presented By: Mohammed Al-Hor, Qatar University
Co-Authors: Manal Abdalla, Qatar University
Shaikha Al-Kuwari, Qatar University
Noora Al-Sulaiti, Qatar University
Noora Alkorbi, Qatar University
Mohamed Emara, Qatar University
Muhammed Naseem Khan, Qatar University
Michail Nomikos, Qatar University
Shireen Suliman, Hamad Medical Corporation

Background
Mentorship programs have emerged as a crucial element within the realm of medical education and the advancement of students' professional growth. However, since its establishment in Qatar University, the mentorship program was never studied or assessed before. The objective of this mixed-method study was to determine the predictive factors independently associated with the utilization of the mentoring program, perceived academic benefits (quantitative), and the perceptions of the mentors in the College of Medicine at Qatar University (qualitative). 

Methods
Year 2 to year 6 students (mentees) were assessed through validated instruments, including the Munich Evaluation of Mentoring Questionnaire (MEMeQ), Strength of Motivation (SMMS-R), Rosenberg Self-Esteem (RSS), and Academic Stress Questionnaires along with the active participation in the college mentoring program. A multivariate logistic regression model was used to determine factors associated with the utilization and perceived academic benefits. This was followed by a qualitative phase, which explored the perceptions of the mentors involved in the mentoring program through semi-structured interviews. 

Results
Only one-fourth of the students actively met their mentors at least once in each semester. Active participation and perceived academic benefits were independently predicted by the quality of the mentoring program, with higher quality leading to better participation and perceived academic benefits. The mentors recommended mandatory first meetings and gender alignment as possible solutions for improving participation in the mentoring program. Students also suggested having multiple mentors and giving them the flexibility to choose their mentors could improve the program. 

Conclusion
Only a quarter of the students are actively participating in the mentoring program which could be improved with considering satisfaction, as one of many associated variables, that can affect participation in the mentorship program. Keywords: Mentoring program, academic stress, medical education, self-motivation, self-esteem