Guiding the Guardians: A Qualitative Study of Mentorship Dynamics Between Mentors and Mentees in Military Medical Education

<b>Abstract</b><b>Introduction:</b> Mentorship is a key factor in the academic and personal development of students, particularly in high-stress environments such as military medical education. At the Defence Services Medical Academy (DSMA) in Yangon, Myanmar, mentorship helps cadets navigate the dual demands of medical training and military discipline. Understanding the perspectives of both mentors and mentees is essential to optimizing mentorship practices. This study explores the perceptions of mentorship at DSMA, focusing on its impact on academic success, personal growth, and career development.<b>Methods:</b> This qualitative study used constructivist grounded theory to examine mentorship dynamics at DSMA. Seven mentors participated in in-depth interviews (IDIs) using purposive sampling, while seven mentees took part in focus group discussions (FGD) using random sampling. Data were transcribed and analyzed using a grounded theory approach to identify key themes and patterns from both mentor and mentee perspectives.<b>Results:</b> From the mentee's perspective, three key themes emerged: academic and career support, personal development and resilience, and the enhancement of interpersonal skills. Faculty emphasized mentor accessibility and support, with a focus on guiding students through the challenges of balancing military and medical responsibilities. The core category identified was that mentorship is vital for supporting students in managing dual demands and fostering holistic development.<b>Conclusions:</b> This study highlights mentorship’s crucial role at DSMA in supporting academic, personal, and career development. However, concerns about time constraints and the need for more structured mentor training suggest areas for improvement in the mentorship program.