Keywords: mentorship, virtual, guidance, collaboration

Keynote:

Core Message and Objectives
Core message:
Virtual mentorship can reduce inequalities in family medicine training, prevent early-career scientific isolation, and ultimately improve the quality of primary care by empowering young family physicians to engage in research, collaboration, and leadership.
Objectives:
• To highlight structural inequalities in family medicine training and early career development
• To present virtual mentorship as an accessible and scalable solution
• To demonstrate how mentorship translates into research capacity, collaboration, and improved quality of care
Key Themes and Narrative Structure
1. Inequality and missed potential
Not every family medicine resident begins their training under equal conditions. Only a small number of them are supported, guided, and encouraged to grow. Heavy workloads, inadequate physical infrastructure, and—perhaps most critically—a shortage of supervisors relative to the number of trainees represent major barriers. Even when scientific curiosity is encouraged, these constraints often limit young family physicians’ ability to explore their full potential.
After residency, many early-career family physicians struggle to maintain or build academic connections. This often leads to a sense of scientific isolation, and over time, a loss of motivation to produce and enhance.
2. Why mentorship needs to evolve
These challenges reveal the need for new models of mentorship. For those who want to conduct research, develop professionally, and build collaborations, traditional structures are often not enough.
In this context, global virtual mentorship programs—bringing together mentors and mentees with shared interests, independent of geographical barriers—offer a unique opportunity to create equitable access to guidance, collaboration, and inspiration.
For many young family physicians, the expectation from mentorship goes beyond traditional supervision. It is about having someone who believes in them, opens doors to opportunities, and supports them in building connections, confidence, and a sense of direction.
3. A personal journey as a case example
In my own experience, although I trained as a researcher in a developing country with limited scientific resources, I was fortunate to encounter mentors who shaped my journey. This is a tribute to those who supported me in achieving my goals and encouraged me to pursue international collaborations during my training. They ignited my scientific curiosity and guided me toward contributing to the future of family medicine.
My introduction to WONCA began with a simple encouragement to apply for an exchange program. Many opportunities we assume are out of reach—such as this keynote concept competition—can become accessible with the support of a mentor. At its core, mentorship begins with someone believing in you. Over time, this belief transforms into self-confidence and action.
4. The turning point: virtual mentorship
I later joined a 6-month virtual research mentorship program organized by the WONCA Working Party on Research and the Young Doctors’ Movement. My motivation was simple: to work on a topic that had long occupied my mind and excited me.
At the end of the program, I had gained much more than expected. I developed skills in giving and receiving feedback, setting goals, building timelines, reflecting on my work, and coordinating within international teams. I also became more aware of different learning cultures and began to reflect critically on traditional mentor–mentee dynamics.
With the guidance of my mentor, I became more confident in defining research goals, communicating within international teams, and leading projects. More importantly, I became part of a global network.
5. From individual growth to wider impact
This experience encouraged me to reapply for opportunities I had previously missed. I was later selected for international scholarship programs and bursaries, which allowed me to attend major conferences, present my work, and connect with colleagues from around the world.
Most importantly, my understanding of leadership changed. Two years ago, I only knew the name of WONCA. Today, I actively contribute to its initiatives and support colleagues in my own country to engage in research and international collaboration.
At the moment, I am co-leading an initiative that aims to establish a structured, digitally supported system combining mentorship, training, and inter-regional collaboration. And looking ahead, I aim to contribute to building a national network for early-career family physicians in Turkey to promote scientific activity and strengthen connections with international networks.
6. A future vision
Our current focus is to better understand and strengthen the impact of virtual mentorship. What motivates us is the possibility of extending these benefits to a wider audience and reaching young family physicians globally.
This model has the potential to empower them to transform their concerns about patient care into scientific inquiry and meaningful production, while fostering collaboration across borders.
Why This Perspective Matters for Quality in Family Medicine
These mentorship experiences, and the inspiration they create, have effects that go beyond individual development. They enable young family physicians to stay engaged with scientific thinking, and turn their curiosity and concerns about patient care into research.
A global virtual mentorship model that overcomes geographical barriers makes it possible to build new connections, empower young family physicians, and contribute to the scientific foundation of family medicine at an international level.
The knowledge, collaborations, and scientific outputs that emerge from these connections inevitably translate into better-informed practice. In this way, strengthening mentorship not only supports individual careers—it contributes to improving the quality of primary care.
Finally, this creates a ripple effect. Family physicians who experience supportive and transformative mentorship go on to guide others, sustaining a cycle of learning, collaboration, and improvement within the discipline.