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Exploring the role of the interprofessional mentor
Michelle Marshall1, Frances Gordon
1School of Medicine and Biomedical Sciences, University of Sheffield, Sheffield, UK. m.marshall@sheffield.ac.uk
Journal of Interprofessional Care
|April 10, 2010
Summary
This study presents a model for interprofessional mentorship, focusing on learning facilitation, supervision, and assessment to build student capability in health and social care settings.
Area of Science:
- Health Professions Education
- Interprofessional Practice
- Mentorship Models
Background:
- Interprofessional collaboration is crucial in health and social care.
- Effective mentorship models are needed to develop student capabilities.
- Current understanding of interprofessional mentorship components requires further articulation.
Purpose of the Study:
- To articulate a model of interprofessional mentorship.
- To identify core components facilitating interprofessional learning, supervision, and assessment.
- To inform future interprofessional mentorship practices and development.
Main Methods:
- Qualitative interviews were conducted with students and health and social care professionals.
- Data analysis focused on identifying key themes related to mentorship.
- A model was derived from the synthesized findings.
Main Results:
- Three core components of interprofessional mentorship were identified: facilitation of interprofessional learning, supervision of students, and assessment of student learning.
- These components were found to interact to foster interprofessional capability in students.
- The findings provide a structured understanding of the mentorship process.
Conclusions:
- The articulated model offers a framework for understanding and enhancing interprofessional mentorship.
- This model has the potential to guide the development of effective mentorship programs.
- Further research and implementation of this model can improve interprofessional education and practice.
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