Introduction:

Mentoring programs have been recognized for their benefits and are being implemented in many medical schools. However, few studies have focused on understanding the mentoring relationship itself. How do mentoring relationships develop in real-time in a medical school? Objective: The purpose of this study was to observe the interactions between a mentor and her students from different academic years in their natural environment.

Method:

Using a qualitative ethnographic methodology, a mentoring group’s meetings were followed through participant observation for a year. At the end of the observation period, a focus group was carried out to validate field notes. Thematic analysis guided the data organization and interpretation.

Results:

It was not easy for a mentoring group with students from different undergraduate years to meet regularly and with enough time. The mentor was always challenged to establish connections through different themes and experiences to make sense of the whole group’s experience. On the other hand, the group’s diversity allowed for exciting and rich discussions about the course, the participants’ personal lives, and future. Senior students played an essential role in the group dynamics, sharing their experiences and motivating early-year students.

Conclusions:

Conducting a mentoring group in a medical school is challenging task. Mentors need to be motivated, have certain personal characteristics, and receive support for this role. Heterogeneous groups with students from different academic years enhance the exchange of experiences and support among the members, relieving anxieties in their medical training. However, the medical course structure and dynamics harm group functioning, hinder student involvement and, therefore, access to the positive effects of mentoring.

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