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Abstract Background Mentorship is essential for education and career development in health-related fields, yet Sub-Saharan African universities often lack structured programs. To address this, the MedXMentor program was established at Mbarara University of Science and Technology (MUST) to provide structured mentorship to undergraduate health sciences students in Uganda. This paper outlines insights gained from implementing the MedXMentor hybrid mentorship program. Methods Using a mixed-methods approach, the study employed the Kirkpatrick Model of Evaluation to assess mentees’ reactions, learning, behavior, and goal achievement. Data were collected via Google Form surveys, feedback forms, mentoring logs, and session attendance records. Descriptive statistics and thematic analysis provided a comprehensive understanding of the program’s impact. Results The program served 80 mentees, with 48 participating in one-on-one mentorship and 32 in group sessions. It enlisted 24 mentors, mainly from the medical field. Between April and September 2022, eight online group sessions were held, with an average attendance rate of 52%. These sessions focused on project planning, grant writing, and soft skills development, resulting in improved mentee comprehension and skill acquisition. Mentees reported an enhanced understanding of project planning, grant writing, communication, leadership, and teamwork. Their experiences were categorized into four themes: Mentor Engagement, Goal-Oriented Study, Skills and Professional Development, and High-Yield Mentor–Mentee Engagements. Conclusion and recommendations Implementing the MedXMentor program proved effective in providing crucial mentorship and equipping students with vital academic and professional skills. The program highlighted its potential to bridge the mentorship gap in low-resource settings. By empowering future healthcare professionals in Africa, MedXMentor exemplifies how mentorship initiatives can drive significant advancements in healthcare education and practice.

Abstract Background Mentoring involves the informal conveyance of knowledge, social capital, and support, as perceived by the recipient to be pertinent to aspects of work, career, and personal or professional development. Students pursuing health-related courses need access to mentorship and its benefits during their formative academic and career states. However, in Sub-Saharan Africa, many institutions have not fully embraced this despite the benefits of mentorship. Aim The primary purpose of this study was to assess medical students’ knowledge about mentorship and explore their attitudes and practices toward mentorship. Methodology We held an online cross-sectional study utilizing a pre-tested self-reported questionnaire targeting health professional students in the faculty of medicine, Mbarara University of Science and Technology (MUST). The collected data were coded and summarized using descriptive statistics and thematic analysis. Results Two hundred eighty-three (283) students participated in this study. Of this group, 79.9% were aware of mentorship, 61% were willing to commit 1–2 h a week for mentorship, and Zoom was the preferred mode of communication; 98.2% expressed the need for a structured student-led hybrid mentorship program. Conclusion Mentorship at Mbarara University of Science and Technology was considered beneficial by health professions students in the Faculty of Medicine. Recommendation Future studies should explore accessibility to mentorship and the effectiveness of existing mentorship processes.