Fit for context: Faculty perspectives on mentorship and culture in Sub-saharan Africa

INTRODUCTION: Mentoring is a cornerstone of medical education, yet its uptake remains inconsistent due to contextual and cultural factors. While most mentorship models are conceptualized in the Global North, there is limited research from regions with differing institutional and sociocultural norms. This study explores how faculty in a multicultural context perceive mentorship, make sense of their roles, navigate challenges, and adopt strategies to support their mentees. METHODS: This study employed a qualitative approach grounded in hermeneutic interpretive phenomenology. Fourteen mentors from clinical and non-clinical departments with a range of mentoring experience (2-30 years) participated. Semi-structured interviews focused on their mentoring practices, and thematic analysis was used to generate themes that captured faculty perceptions. RESULTS: We constructed four key themes that appeared to influence mentoring. First, Tension in Balancing the Teacher-Mentor Dual Role: viewing mentorship through a teaching lens creates a paradox when fostering a mentee-centered relationship within an environment that expects deference to authority. Second, Mentoring Across Differences and Similarities: differing sociocultural backgrounds limit the faculty's ability to support mentees. To address these challenges, It Takes Two to Tango: intentional faculty engagement to dismantle rigid power dynamics, while Mentoring Requires Institutional Support and Structure: clear institutional frameworks addressing sociocultural barriers. DISCUSSION: Our findings demonstrate that mentoring practices are inseparable from their context; traditional hierarchical learning structures intersect with diverse sociocultural realities to shape the mentor-mentee relationship. Consequently, to develop mentorship programs fit for context, institutions must pair robust policy frameworks with relevant faculty training.