Purpose: Black individuals face significant barriers in medicine, contributing to their underrepresentation as physicians and emphasizing the need for systemic change. From admissions processes to program design, medical schools often uphold outdated racial practices that disadvantage Black learners. Increased representation in medical schools benefits learners and improves care for diverse patient populations. Mentorship has proven essential in fostering success in higher education and can mitigate barriers to career progression. However, many Black learners face barriers to accessing quality mentorship despite its proven benefits in fostering equitable opportunities and career progression. The Scarborough Charter outlined 58 Canadian institutions committed to advancing Black inclusion in higher education through mentorship and accountability measures. In alignment with this goal, the Black Physicians of Canada (BPC) launched a racially concordant mentorship program. This study aimed to explore participants’ experiences and provide recommendations for future program iterations.    Methods: This study employed a convergent triangulation mixed methods design. Both quantitative and qualitative data were collected. The Yukawa Mentorship Evaluation Tool was used to measure program effectiveness. Descriptive analyses were conducted by a member of the research team. Data was coded by two members of the research team and findings were audited for consistency.   Results: A total of 51 participants (27 mentors, 24 mentees) completed the survey, and 13 (7 mentors, 6 mentees) participated in semi-structured interviews. Five themes emerged: Mentorship Characteristics, Program Administration, Perceived Program Benefits, Barriers to Mentorship, and Recommendations for Improvement.    Conclusion: The BPC mentorship program represents a historic step toward addressing unmet needs of Black medical residents in Canada. Participants expressed high satisfaction and highlighted areas for improvement. Racially concordant mentorship was seen as particularly valuable in addressing unique challenges faced by Black learners. The findings from this study provide critical insights into best practices for future mentorship programs, advancing diversity and equity in medicine while supporting Black learners' success.

The authors have declared no competing interest.

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All study procedures were approved by the Research Ethics Board at the University of Toronto.

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