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AuthorEmelith, Cerbito
AuthorAbdelrahman, Abrar
AuthorTahar, Safa
AuthorAbdulmajeed, Baleegh
AuthorEl-Awaisi, Alla
Available date2025-10-09T09:48:25Z
Publication Date2025-07-25
Publication NameResearch in Social and Administrative Pharmacy
Identifierhttp://dx.doi.org/10.1016/j.sapharm.2025.07.006
CitationCerbito, E., Abdelrahman, A., Tahar, S., Al-Sabaie, B., & El-Awaisi, A. (2025). Mentorship in entry-to-practice pharmacy programs: A scoping review. Research in Social and Administrative Pharmacy.
ISSN1551-7411
URIhttps://www.sciencedirect.com/science/article/pii/S1551741125004176
URIhttp://hdl.handle.net/10576/67841
AbstractBackgroundMentorship is a well-established educational strategy with demonstrated benefits across health professions education, including pharmacy. However, there remains paucity with regards to understanding mentorship in entry-to-practice pharmacy programs. This scoping review aims to identify and describe mentorship models used in mentoring pharmacy students in entry-level pharmacy, outcomes, characteristics of an effective mentorship, and gaps in current literature on mentorship in pharmacy. MethodsA systematic literature search was initially conducted in early 2022 across PubMed, Embase, EBSCO, and Scopus, using a combination of keywords and MeSH terms related to mentorship in entry-level pharmacy education. The search was updated in May 2025 to include studies published between 2022 and 2024. Two independent reviewers screened all titles, abstracts, and full texts. Data were extracted on study characteristics and outcome's, and findings were synthesized using Hamlin and Sage's conceptual framework for effective mentoring. ResultsOut of the 1726 identified records, 25 studies met the inclusion criteria. Most were conducted in the United States (80 %, n = 20). Most studies aimed to assess the impact of mentorship on mentees' attitude and development. Several studies incorporated traditional mentoring (n = 8), group mentoring (n = 5), hybrid mentoring (n = 7), and peer mentoring (n = 3). Five recurring elements were found to support effective mentorship in pharmacy programs robust recruitment process and training, clear goals, effective communication, mentor-mentee matching, and regular feedback/evaluation. ConclusionMentorship is a valuable component of pharmacy education, with demonstrated benefits for both mentees and mentors. The findings highlight the need for structured mentorship frameworks, standardized evaluation tools, and greater global representation in future research. Implementing evidence-informed mentorship programs may support student success and contribute to the advancement of the pharmacy profession.
SponsorOpen Access funding provided by the Qatar National Library.
Languageen
PublisherElsevier
SubjectMentorship
Mentoring
Pharmacy education
Entry-to-practice programs
Professional development
Scoping review
TitleMentorship in entry-to-practice pharmacy programs: A scoping review
TypeArticle
Open Access user License http://creativecommons.org/licenses/by/4.0/
ESSN1934-8150
dc.accessType Open Access


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