These resources support medical schools in establishing and delivering a successful reverse mentoring programme.
Reverse mentoring is a reversal of the traditional mentoring model, where a senior individual takes on the role of the mentee to gain new insight, perspectives and benefit from the lived experiences of a mentor lower down in the organisation. It is widely used in the NHS to influence cultural change and give voice to minoritised staff groups.
This reverse mentoring programme was developed by Sally Curtis and Jacquie Kelly at the University of Southampton and Jo Hartland at the University of Bristol, where mentees have included senior faculty staff, clinical supervisors and senior research staff.
The programme uses a structured framework to facilitate open, sometimes uncomfortable conversations that empower those in positions of authority to make systemic changes and improve learner outcomes. Through role reversal, it challenges power dynamics, recognises mentors’ contributions and enables meaningful institutional action.
Reverse mentoring is distinct from reciprocal mentoring, although the terms are sometimes used interchangeably. In reciprocal mentoring, both parties are expected to benefit equally, with mentors gaining opportunities and insight to enhance their own development and career progression. In this reverse mentoring programme, the core objective is for mentees to use their new learning and their power within the organisation to effect systemic change. Benefits to mentors are seen as a just recompense for their expertise and emotional labour.
Individuals from underrepresented and minoritised backgrounds, and those with protected characteristics, can struggle to find a sense of belonging in educational and training environments. Awarding gaps across higher education and postgraduate training leave many feeling marginalised, often due to a lack of understanding from senior staff, imposter syndrome and financial difficulties.
Institutions must be committed to welcoming individuals from diverse backgrounds. Reverse mentoring helps senior leaders understand the challenges faced by minoritised individuals, creating safe spaces for difficult conversations and challenging assumptions to identify positive ways to work together.
The programme is structured to help the reverse mentoring pairs identify meaningful actions for the institution to create systemic change. Organisations can adapt the aims for their context and what they want to achieve within the institution.
The success of reverse mentoring relies on senior leaders backing and investing in the programme and committing to implementing recommendations from mentoring pairs. The programme should align with the institution’s wider EDI strategy, with participants receiving prior training in unconscious bias and bystander skills.
Marginalised groups often shoulder the burden of creating cultural change, and this is an explicit concern in reverse mentoring, where mentors are committing their time and emotional labour for the benefit of the mentees and the institution.
To mitigate this, mentors’ expertise and labour needs to be recognised. We recommend that mentors are paid for their time and given other forms of recognition for their participation.
Reverse mentoring can be uncomfortable and emotionally demanding for both mentors and mentees. The programme prioritises participant safety, minimising harm while supporting mentors without stripping them of power and allowing mentees to fully engage with challenging learning.
Managing the programme is time-consuming and emotionally demanding. Staff leading it must have sufficient time, administrative support and institutional backing. A minimum of two programme leads is recommended, with consideration given to demographic diversity and sufficient seniority to influence the organisation.
Institutions interested in running the programme can access a range of resources. These are restricted to programme leads to ensure prospective mentors and mentees do not access them before participating.
