RESUMEN
INTRODUCTION: Students in doctoral physical therapy (DPT) education must develop professional skills including mentoring. The purpose of this study was to investigate student perceptions of developing mentoring skills within a post-baccalaureate DPT curriculum. SUBJECTS: Forty students from a physical therapy program participated and completed a survey tool. Five students from the same cohort completed the focus group. METHODS: A mixed-methods study design was used with students completing the Mentoring Culture Assessment (MCA). A focus group was used to provide further explanation. Coding of the focus group transcript was conducted with four themes emerging to support the survey results. RESULTS: Part 1 of the MCA examined characteristics of a good mentor, Part 2 examined a person's ability to mentor, and Part 3 examined what facilitates a mentoring culture. Results were in agreement with the descriptors in Part 1 and 3. Responses were mixed for Part 2. CONCLUSION: Results support that this peer mentoring model reinforces the development of mentoring skills, confidence with clinical teaching, and the building of positive relationships. Collaborative learning continues throughout professional careers, and this mentoring model could be useful in other health fields where clinical practice and preparation for future clinical instruction are expected.
