Research Abstract:

Background: Literature supports the benefits of mentoring in enhancing the learning of occupational therapy (OT) students throughout and beyond graduate programs. Mentors provide a source of support and guidance for students throughout their education. Outcomes of mentorship include peer-reviewed publications, increased clinical expertise, and deeper connections with mentors of similar ethnic and cultural backgrounds. The benefits of mentorship are similarly manifested in the early years of OT careers, particularly regarding job satisfaction. Despite these benefits, the NYU OT program has yet to develop a mentoring program that benefits the needs of minoritized students. Therefore, the aim of this study was to understand the needs and experiences of entry-level OT students regarding culturally sensitive mentorship.

Methods: A 36 item electronic survey was distributed via Qualtrics to 104 current NYU OT students. The survey consisted of questions regarding academic advising, mentoring, availability, induction, challenge, communication, and emotional needs. Data were analyzed using descriptive statistics.

Results: These results indicate the needs of NYU OT students regarding their mentorship throughout their education. Results report the specific mentoring needs of minoritized groups including having a mentor with relevant clinical/research experience. Participants indicated that mentorship can help them prepare for the NBCOT exam, increase their work/life balance, facilitate the transition from student to practitioner, provide guidance through decision-making processes, and promote self-confidence.

Conclusion: The results from this study highlighted critical gaps in the NYU OT student experience and will be used to tailor a mentoring program to best enhance their learning experience.