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Related Experiment Videos

Multiple-role mentoring: mentors' conceptualisations, enactments and role conflicts.

Stephanie N E Meeuwissen1, Renée E Stalmeijer1, Marjan Govaerts1

  • 1Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands.

Medical Education
|February 7, 2019
PubMed
Summary

Mentors in medical education adopt different approaches, like empowering or directing, when balancing coaching and assessment roles. Role conflicts arise mainly with the directing approach, impacting mentoring in programmatic assessment.

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Area of Science:

  • Medical Education
  • Professional Development
  • Assessment Systems

Background:

  • Outcome-based education and programmatic assessment necessitate mentors fulfilling dual roles as coach and assessor.
  • This dual role can lead to role confusion and conflict, potentially impacting mentoring effectiveness.
  • Understanding how mentors navigate these multiple roles is crucial for optimizing educational outcomes.

Purpose of the Study:

  • To explore how physician-mentors conceptualize and enact their roles within a multiple-role mentoring system.
  • To investigate the extent to which mentors experience role conflicts in this dual-role capacity.
  • To identify factors contributing to role conflict and potential coping strategies.

Main Methods:

  • A constructivist grounded theory approach was employed.

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  • Data were collected through interviews with 12 physician-mentors at an undergraduate medical school.
  • Thematic analysis involved open, axial, and selective coding to construct mentoring approach themes.

    • Main Results:

    • Three predominant mentoring approaches were identified: empowering, checking, and directing.
    • Each approach correlated with distinct mentor-mentee relationships (partnership, instrumental, faculty-centred).
    • Role conflicts were primarily experienced by mentors using the directing approach, leading to strategies like deviating from assessment guidelines.

    Conclusions:

    • Mentors adopt varied approaches in multiple-role mentoring within programmatic assessment, influencing relationships and strategies.
    • Multiple-role mentoring does not inherently cause role conflict; the directing approach appears most prone to conflict.
    • Findings offer insights for faculty development to support effective mentoring in competency-based education and programmatic assessment systems.