Enhancing medical students' reflectivity in mentoring groups for professional development - a qualitative analysis

Area of Science:

• Medical Education
• Professional Development
• Reflective Practice

Background:

• Professional competence is crucial for high-quality patient care.
• Reflection and discourse in mentoring groups can enhance competence.
• Students often show reluctance to engage in reflective discourse.

Purpose of the Study:

• To explore student attitudes towards a new group mentoring program.
• To identify factors hindering or enhancing student engagement in reflective discourse.

Main Methods:

• Qualitative design utilizing semi-structured focus group interviews with preclinical students.
• Semi-structured individual interviews with mentors and co-mentors.
• Thematic content analysis of interview data.

Main Results:

• Student attitudes towards reflective discourse were diverse, with some valuing the program and others expressing aversion due to unclear goals, interpersonal issues, or intrapersonal factors.
• Key program setup factors for enhancing engagement include thorough explanation, clear expectations, meaningful curriculum integration, non-coercive participation, fostering security and trust, random group composition, and skilled facilitation.
• Positive outcomes mentioned include professional development and enriching experiences.

Conclusions:

• A well-designed and empathetic group mentoring program setup can increase openness to reflective discourse.
• Reflection and communication of professional challenges are vital for professional development and high-quality patient care.