BACKGROUND: Research capacity building programs facilitate clinician engagement with best-practice research. Benefits of research capacity in healthcare locations are far reaching, including individual community and health services improvements. Commonly, research capacity building programs include an element of mentoring, to facilitate experiential learning. The role of the mentor is diverse, thus this review aimed to uncover the role through the perceptions of mentors and mentees, with the view of identify the key features of mentoring in research capacity building programs. METHODS: A scoping review was conducted, using the five-stage framework of Arksey and O’Malley (2005). CINAHL, Embase, PubMed and Scopus databases were searched in December 2025. Thematic analysis using Braun and Clarke (2008) was conducted to reconcile the data with the aims and objectives. RESULTS: A total of 25 articles were included for analysis. Analysis of data related to mentor perceptions of their role generated two main themes and associated subthemes; Drivers of success (Facilitate research opportunities, Understand the research process, and Embed research into practice) and Clear yet Flexible Mentoring (Understanding their role, and Multi-modal delivery). For the mentees, analysis generated two main themes and associated subthemes about the perceptions of their role; Forms of Expertise (Appropriately Experienced, Regular contact, and Approachable and enthusiastic), and Research and Researchers Capability (Increased research confidence, Facilitated collaboration, and Support to do research). These findings informed the development of a novel framework for mentoring in research capacity building programs. CONCLUSIONS: Mentoring is a cornerstone of research capacity building, acting as both a leadership function and a mechanism for knowledge translation. Effective mentoring requires clear role expectations, diverse engagement strategies, and institutional support. This review offers actionable guidance for designing sustainable mentoring models that strengthen research culture and improve health service outcomes.

Undergraduate project supervision is one obligatory component of education in higher institutions that involves assisting students as they conduct personal research and/or practical work geared towards preparing a final document or presentation. Supervision of undergraduate project papers, however, remains a complex task that can hinder the success of supervision; hence, the learning of the students and their career growth go down as well. This study aims to analyse the literature on effective mentorship strategies in undergraduate project supervision. Literature analysis for this study has been carried out with great precision through a systematic search strategy based on some keywords. The literature analysis reveals several constructive strategies for effective mentorship in undergraduate project supervision, namely: (a) establish a regular consultation schedule; (b) guide the preparation of a timeline/Gantt chart; (c) encourage topic selection related to internship or industry needs; (d) avoid last-minute preparations; (e) review work methodically; and (f) adapt supervision to student needs. In conclusion, this study sheds light on how using efficient supervision for undergraduate project management requires active and ready mentorship. For future studies on the present study, it is a good idea to research the long-term effects of mentorship on the students and the way sustained mentorship factors affect the academic results and career paths of learners over time.

Supervising a short-term research project at undergraduate or master's level is a rewarding yet complex responsibility that extends far beyond subject expertise. It offers supervisors the opportunity to inspire the next generation of scientists, while providing students with a crucial platform to develop research skills, academic identity, and resilience. However, short-term research projects often come with challenges, including varying levels of student motivation, limited time frames, and the need for intensive skill development. Effective supervision can enhance student learning, foster independent thinking, and improve both the quality and impact of student work, while also contributing to a positive and inclusive research culture. In this article, we present ten simple rules to guide supervisors, particularly those with limited supervision experience, such as early-career researchers, in supporting undergraduate and master's students through their research journeys. These rules emphasise balancing project requirements with student interests, managing scope, fostering community integration, promoting open science practices, and providing structured yet flexible guidance. By adopting these practical strategies, supervisors can create a more productive, supportive, and enriching research experience for both students and themselves.

Background: Research is a cornerstone of medical education, equipping future healthcare professionals with critical thinking skills and the ability to apply evidence-based practices. Despite its importance, medical students often encounter numerous obstacles that hinder their active participation in research. These challenges not only affect students’ academic growth but also limit the advancement of medical knowledge and innovation within the healthcare system. Aim: This study aimed to review, map, and synthesize the barriers that hinder medical students from engaging in research, and to prov