Author ORCID Identifier

Date Available


Degree Name

Doctor of Education (EdD)

Year of Publication


Document Type

Doctoral Dissertation




Educational Policy Studies and Eval

First Advisor

Dr. Kelly Bradley


This research study explored the faculty mentoring experiences of African-American medical students at the University of Kentucky College of Medicine (UK COM). The purpose of the research is to determine benefits and challenges expressed by the African-American students so that UK COM can use the student voices to improve faculty mentoring for this student population. The following broad questions guided the research: 1) What are UK College of Medicine African-American medical students’ experiences with faculty mentoring? 2) What are UK College of Medicine African-American medical students’ experience with faculty mentoring on a satellite regional campus? Specifically, the investigation seeks to provide further detail regarding positive aspects of African-American medical students’ experiences with mentoring as well as information about the challenges these students face—to inform future medical student mentoring programs for this under-represented population of students. The study revealed that students perceived faculty mentoring to be beneficial to their personal and professional development; beneficial for learning about leadership, research, scholarship, and conference opportunities; and beneficial for networking and having a role model. However, this study found that African-American students desire more faculty of color, more programming and resources related to mentoring, and better availability of mentors. The study also found a need for more mentoring opportunities and better communication about mentoring for students on satellite regional campuses.

Digital Object Identifier (DOI)