The university can provide a safe space for
students to explore various facets of their professional identity,
such as teaching. The objective of this study was to understand
the motivations for teaching students in an interprofessional
mentoring program. A quantitative, descriptive, cross-sectional
study was conducted. The population considered was 168
undergraduate students. The results indicate the outstanding
motivators are intrinsic motivation activated by stimulus (6.33)
and intrinsic motivation oriented to learning (6.22). Through
their participation, students have found satisfaction in the
moments in which they share their learning with others and
have embarked on a quest for excellence in their training.
